绝版2019-2020年高中英语 Home alonejian 牛津版必修1

2021年1月18日发(作者：调查报告的范文)
2019-2020年高中英语 Home alonejian 牛津版必修1

Step1 lead in
Show them photos of my son and introduce one of my baby’s books---- No, David!
Step2 Fast reading
Title--- home alone. Two questions are raised around the title.
1. Who were left home alone?
2. Why were they left alone?
Ask the students to find the kind of the article. (It’s a play.)
Help the students to know the reading strategy---- how to read a play.
Step3 second reading
Ask the students to read again, and answer some questions.
Beginning ---The parents found the house was in a mess and that Spot was ill.
Development ---Both of the parents shouted at Daniel.
Climax---Daniel ran into his bedroom and slammed the door.
Ending ---Eric forted Daniel. Mom and dad talked about the fight.
Step 4 listening
Requirements:
Pay attention to the pronunciation, intonation and stress.
Try to learn the way they speak.
Step 5 imitation
Ask some students to stand up to imitate some sentences said by different characters.
Try to speak out what feeling behind each sentence.
Step6 discussion
What would probably happen in the following act?
Step7 Group works:
Suppose you were Daniel, try to say something to your dad and mom! So three students
are needed to make up a group.
Step8 conclusion. End with the book of my son!
The power of love is great!
板书：
Dad
Mom -main characters
Daniel
Eric
Beginning ---The parents found the house was in a mess and that Spot was ill.
Development---Both of the parents shouted at Daniel.
Climax---Daniel ran into his bedroom and slammed the door.
Ending ---Eric forted Daniel. Mom and dad talked about the fight.





M1Unit2 Home alone
Step1 lead in
Show them photos of my son and introduce one of my baby’s books---- No, David!
Step2 Fast reading
Two questions are raised around the title.
1. Who were left home alone?
2. Why were they left alone?
Ask the students to find the kind of the article. (It’s a play.)
Help the students to know the reading strategy---- how to read a play.
It is different from reading the normal text.
Read aloud
Pay attention to the instructions.
Step3 second reading
Ask the students to read again, and answer some questions.
What are the main characters of the play?
When did dad and mom e back?
What did they see when they came back?
What did they do?
Did Daniel feel happy?
What did Daniel do?
Why did Daniel feel so angry?
What happened to the dog?
What did they do?
It’s no wonder he felt so angry!
What did Eric do?
What did mom say?
What did dad say?
Step 4 watching a video
Requirements: attention to the pronunciation, intonation and stress.
2. Try to learn the way they speak.
Step 5 imitation
Ask some students to stand up to imitate some sentences said by different characters.
Try to speak out what feeling behind each sentence.
Step6 discussion
What would probably happen in the following act? Suppose you were Daniel, what would
you do?
Step7 Group works:
Four students are needed to make up a group. They should act as dad, mom, Daniel
and Eric. They should have a deep talk.
Step8 conclusion. End with the book of my son!
教学反思：本堂课自己觉得导入和结尾，以及用 问题串的形式来帮助学生理解文章的形式比
较好，但学生必须要在充分预习过以后才能达到比较好的效果 。在平时的课堂操作起来可能
比较难。从一个环节过渡到另一个环节多些铺垫会更好。



2019-2020年高中英语 Inventors and inventions-单元教案 新人教版选
修8

Ⅰ. 单元教学目标
技能目标Skill Goals
▲Talk about inventors and inventions
▲Learn about the stages used in scientific research
▲Learn to use the past participle as the attribute
▲Write an entry for an encyclopedia about some inventions
▲Write a letter asking for a job

Ⅱ. 目标语言



功
能
句
式

Make a telephone call
Hold the line, please.
Hang on, please.
Just a moment, please.
I’m sorry, but this phone is out of order.
I can’t get through. Sorry.
He / She isn’t him / her right now.
Can I ring back later?
I’ll ring him / her up again.
I must ring off now because...
1． 四会词汇
patent, courtyard, walnut, distinguish, merciful, product, powder,
perfume, stainless, cube, abrupt, convenient, caution, expectation,
passive, merry, seize, criterion, valid, file, ripe, string, glue, freezing,
greengrocer, identification, directory, dial, rainfall, innocent, lantern,
bear, jam, forehead, dynamic, dot, tap, wire, straw, current,
helicopter, triangle, stable, associate, practical, refrigerator, court,
extension, version, petence, jeep, personnel
2． 认读词汇
amphibious, Stephenson, George Stephenson, jelly, freezer,
overnight, release, recognition, claim, rod, precede, Alexander
Graham Bell, microphone, occasionally, multiple, Morse code,
inspiration, reproduce, tetrahedron, invaluable, James Dyson
3． 词组
call up, now and then, set about, in case, beaten track, dive into, set
out (to do), hang on, get through, ring back, ring off
4． 重点词汇
discovery, convenient, distinguish,
importance, practical, bear
application, expectation,




词
汇
结
Appositive clause — that 可引导同位语从句
构


重
点
句
子
1. The first thing I did was to see if there were any products that might
help me, but there only seemed to be powders designed to kill snakes.
P20
2. Between the outside and the inside walls of the bowl there is some
jelly, which freezes when cooled. P20
3. The criteria are so strict that it is difficult to get new ideas accepted
unless they are truly novel. P21
4. Nor will you receive a patent until a search has been made to find
out that your product really is different from everybody else’s. P21
5. He found that by pressing his lips against his mother’s forehead, he
could make his mother understand what he was saying. P25
6. He designed a machine that would separate different sound waves
and allow different conversations to be held at the same time. P25
7. Although he is most often associated with the invention of the
telephone, he was indeed a continuing searcher after practical
solutions to improve the quality of everybody’s life. P26

Ⅲ. 教材分析和教材重组
1. 教材分析
本单元以Inventors and inventions为话题， 旨在通过单元教学，使学生了解发明和
发现的区别，了解发明创造的过程和获得专利的条件，学习发明家 的成功事例；能灵活运用
基础句型描述中外古代和现代发明，谈论不同发明的优缺点及其现实意义；根据 不同问题及
条件设计、改进发明并阐述自己的观点；能写一封有创新的求职申请，阐述自己的特长和优< br>势，能对别人的发明、创造或观点提出意见或建议；并能运用所学知识利用现实生活中有限
材料进 行发明创造。
1.1 Warming Up 提供了三幅不同发明或发现的图片，让学生运用已有的 知识和经验，区
分发明和发现的不同含义；并能与同伴合作描述现代发明在现实生活中的作用。
1.2 Pre-reading要求学生将课本所列关于进行科学研究或发明创造所必须经历的几< br>个阶段（步骤或过程）进行正确的排序。了解每一项发明在得到社会承认前都必须经历一个
过程。
1.3 Reading是一篇记叙性的文章。作者在文中详细介绍了从发现问题（snake
trouble）、分析问题（products that might help）到解决问题（remove the snakes）
的全过程，并介绍了专利申请方面的一些知识。
1.4 prehendi ng第一个训练题要求学生根据课文内容回答问题；第三个训练题要求学
生运用科学步骤设计一项发明解 决课本所提供的三个问题，并与同学交流观点。
1.5 Learning about Lang uage分两部分。第一部分要求学生利用填空、改写句子的
方式复习所学词汇及表达法。第二部分重点 练习过去分词作定语的用法。
1.6 Using Language分成四部分。第一部分Rea ding要求学生阅读一篇介绍发明家
Alexander Graham Bell的文章并回答有关 问题，了解电话发明者贝尔的发明及其成功的
原因。第二部分Listening and speaking 是一段关于Zhou Rui对一家发明公司的工程
师进行电话采访的听力材料。要 求学生掌握电话交谈常用表达；并在此基础上进行角色扮演
活动，即求职者与公司考核人员之间的电话交 谈。第三部分Writing要求学生写一封求职
信，列举自己的优势、特长和工作经历向这家发明公司 提出求职申请。

2． 教材重组
2.1 从话题内容及训练目的分析，Warming Up与Speaking和Workbook中的
TAL KING相一致，可将这三部分整合在一起，设计成一节任务型“口语课”。
2.2 将Listening and speaking和Workbook中的LISTENING, LISTENING
TASK整合在一起，设计成一节“听力课”。
2.3 可将Pre-reading, Reading和prehending三个活动整合在一起上一节“阅读课
（一）”。
2.4 可将Learning about Language 与Workbook中的USING WORDS AND
EXPRESSIONS, USING STRUCTURES整合在一起，上一节“语法课”。
2.5 可将Using Language中Reading和Workbook中READING TASK整合起来，
上一节“阅读课（二）”。
2.6 将Using Language中的Writing和Workbook中的WRITING TASK整合为
一节“写作课”。







3. 课型设计与课时分配
1st period
2nd period
3rd period
4th period
5th period
Speaking
Listening
Reading (Ⅰ)
Grammar
Reading (Ⅱ)
Writing 6th period

Ⅳ. 分课时教案
The First Period Speaking
Teaching goals 教学目标
1. Target language目标语言
重点词汇和短语
discovery, application, evaluate, presentation, alternative, messenger, get
together, make a case for, add up
2. Ability goals能力目标
Enable the students to talk about inventions and discoveries.
3. Learning ability goals 学能目标
Help the students learn how to talk about inventions and discoveries.
Teaching important & difficult points教学重难点
How to talk about inventions and discoveries.
Teaching methods教学方法
Discussion.
Teaching aids教具准备
A puter and a projector.
Teaching procedures & ways教学过程与方式

Step Ⅰ Warming up
Talk about inventions and discoveries.
T: The importance of inventions to social progress can never be changed. Each
invention carries the world a step forward and provides stimulation for later
ones. With inventions turning up all the time, our world is always taking on a
new look. But do you know what an invention is?
S1: The creation of something new.
S2: A creation (a new device or process) resulting from study and
experimentation.
S3: The creation of new things.
…
Ask the students to talk about the pictures with the teacher’s help, and then
discuss the first two questions.
T: And what is a discovery? What’s the difference between a discovery and an
invention? Now look at the pictures on page 1. Work in pairs and talk about the
three different things, telling them apart and giving reasons.
Show the following.
1. Which of these pictures show inventions? Does any of them show discoveries?
2. Work out two rules that will help you decide what is a discovery and what is
an invention?
S1: I think the first two are inventions, i.e. the amphibious car and Stevenson’s
“Rocket” while the last picture about the DNA is a kind of discovery. Because the
first two products were quite new to people at that time and no one had ever
seen or designed such kind of vehicles before though some others had made
similar cars or machines which had less functions and advantages as these two.
I think the picture about the DNA is a kind of scientific discovery in biology
because such cells and their structure do exist in living creatures and they have
been found out by a certain scientist and are made known to the public
nowadays. So I think a discovery is something existing before but unknown
while an invention is something unknown and not existing before.

S2: I think the first two pictures show us great human inventions about the
transportation because they were invented by people for certain purposes and
they had special advantages and could satisfy people’s needs in some ways. On
the other hand the third picture showing the formation of DNA is a kind of
discovery because these special cells exist and function in the body of life all the
time no matter who discovers it or when and where it is discovered. In my
opinion a discovery is something found out or brought to view now but it was
unknown before while an invention is something created or designed by people ,
which is pletely new not only now but in the past.
…
T: Well, from these pictures we can see that there lies differences between a
discovery and an invention. There are certain rules or questions you should pay
attention to while distinguishing them. Did it exist in the past? Is it created or
developed by people? An invention is something that is created by a human
being, such as the lightning rod. To the contrary, a discovery merely makes
known something that already existed in nature, such as the discovery on the
New Continent by Columbia. OK. Let’s go on with some other questions of this
part. You may talk with your partner first before we have a check five minutes
later.
Show the following.
What modern inventions do you know? Describe them to your partner and how
useful they are in life today.
S1: Adidas 1 is the thinking shoes with a built-in microprocessor that decides
how soft or firm the wearer needs the support. It has been chosen by Popular
Science magazine as the best recreation invention of xx. It is very fortable to
wear it all day without worrying about your toes being hurt and you can adjust
the height and stiffness according to your demands whenever you want and
wherever you go. Thus it is a very practical choice for both the young and the old
when having exciting sports outdoors or resting at home during holidays.
S2: Camera phones have opened up a new way to municate. Because many of
them look like regular cell phones, you can snap pictures as discreetly as any
spy and, with the push of a few buttons, pop them into an e-mail or upload them
to the Web in less than a minute. No wires or puter hookups necessary. To be
sure, most camera phones end up taking pictures of friends, family, babies and
pets. But they have also been used to snap pictures of VIPs at private parties,
copy recipes from cookbooks at bookstores and even document crimes in
progress. But with an estimated 80 million camera phones sold in xx, 6 million
in the U.S. alone—the cat may already be out of the camera bag. Like it or not,
these camera phones have been very popular and widely used by people even
today.
S3: A kind of robot heart called AbioCor was invented in xx. On July 2, xx, the
59-year-old grandfather and retired librarian Robert Tools became the first
human to get one. It’s been long since the operation, and Tools’ new heart is still
beating. He can walk a city block without stopping and he’s even making plans
for the future. Though not everybody needs a new heart, hundreds of thousands
eventually may. Nor will an artificial heart rid the world of sickness or poverty or
terror. But sometimes it really helps.
T: Very good! I am glad to see that all of you have known so many modern
inventions both at home and abroad and you have thought a lot about them. It’s
certain that modern discoveries and inventions do have great effects on people’s
life and can always represent the advanced science and technology, so you
should learn to distinguish them and make good use of them.

Step Ⅱ Talking
T: Suppose you are working for a mobile pany. It is your job to suggest new
ways of developing a mobile. In pairs discuss some new applications of a mobile.
Make a list of the ones you like and that seem the most useful. Choose one you
both like and think will be popular with other people. Now work in groups of four
to discuss the question.
S1: I suggest the new applications of mobile should be: portable entertainment
players, cameras, member-ship and loyalty cards, guidebooks, maps, tickets,
watches, and devices for accessing everything from news to corporate
databases. Among them, we like the applications of devices for accessing
everything from news to corporate databases. We both think they are useful and
will soon be popular with others in the near future because the ability will enable
a whole class of workers to rely less on their memory and more on their pany’s
and even world’s knowledge maintenance, sales, construction, transportation,
taxicab drivers, and many other workers spend a great deal of time from offices.
Thus, when they need information, they must either have it in their heads or
stop what they are doing and make a phone call.
S2: I think the new mobiles can be developed better with 4G to listen to the
radio, watch TV, play games, do shopping, chat on the QQ,, surf the internet,
control the electrical equipment at home in the distance, give off harmless rays
and be used as puters with special operating systems which can do business,
have fun and work as intelligent P4 puters. Among them, we like the new
application of surfing the internet and doing shopping and we both think they
are useful and will soon be popular among youngsters because it is very
convenient for people to find various useful information whenever and wherever
possible. As there are different kinds of goods to choose from online and it’s very
funny and exciting to make choices and buy what we need at a reasonable price
without going out and bargain with sellers in the markets.
…
T: Very good. Now get together with another pair to discuss whether your
suggestion is a good one. Make a case for your idea. Let the other pair evaluate
it. Then swap so that you evaluate their idea. Decide which idea you like better
and prepare to explain it. Then present it to the class.
S1: I think the first classmate’s expectation that the mobile phones can do so
much, maybe more than they can offer. The mobile phones usually have limited
size and capacity. So I think it will take time before the mobiles are designed to
meet his needs.
S2: I think it’s practical and meaningful for the second classmate to develop the
mobiles in that way. Though it has been used in some ways but we can do better
because every day we have much information to look for and different types of
things to do and the smart mobile can make it more convenient for us to achieve
our goals in life.
…
T: Now, I’d like you to discuss in groups and try to tell the others about your
ideas and the others who act as the leaders of the pany may ask some questions
for him or her to answer. Then I’d like some of you to report your group work.
Five minutes later.
(L=Leader of the pany)
S: I think the new mobiles can be developed better with 4G to watch TV and do
shopping on the internet.
L1: Well, have you thought about the cost of this kind of new mobile which has
a large capacity and such functions?
S: Yes. I’ll make a good survey of the international electronic markets in
advance and try to reduce the cost as much as possible.
L2: Are you sure of the security measures of using these mobiles, especially
when they are used to shop on the internet?
S: Sure. I’ll keep the new mobiles designed so in order that they will give
warning messages whenever there is misleading information or dishonesty in
selling and buying things on the internet.
L3: I think it would be difficult for the new mobile of limited size to be used to
watch live broadcast and pick out all sorts of goods on the internet. Have you
taken these into consideration?
S: Yes. Now, I e to realize that I have to design the mobiles with larger screens,
which can make it more convenient and fortable for the users. Thank you!
T: Very good! I can see all of you have done a good job in the presentation. Next
I want you to evaluate the ideas using the following criteria. First, do you know
about the words, such as originality and quality argument?
S: Yes, originality just means the quality of being new and interesting and
quality argument just means different opinions about the quality of the product.
T: Quite right! Now let’s look at the criteria and go on with the next step.
Show the following

After each group has taken part, add up the scores and award the contract to
the winner!
T: Next, I’d like to divide you into four teams and the leader of the pany will write
down the scores according to the criteria while helping everyone present the
ideas. At last the winner will be awarded in class.

Step Ⅲ SPEAKING TASK (若时间不足，可改为作业)
T: Leonardo da Vinci was not only a painter, but a true inventor. Now look at the
picture in 1 on page 68. I’d like you to work in pairs and discuss what this
invention of Leonardo da Vinci was. Several alternative explanations are
provided, but only one is correct. Be prepared to give your ideas to the class
with your reasons.
S: I think it’s a kind of water slide because we can clearly see the long slide way
connecting the water tower, equipment on the roof of the building and the base
on the ground. If there is a lack of water down on the ground, the working
machine will be used to carry water from the tower above to the ground along
the slide way. Just so, this specially fixed machine can also carry water up to
store in the tower if the water on the ground is more than needed. This kind of
invention is really useful especially in some dry or mountainous areas.
T: Good! You are very creative in thinking about the use of the machine in
different cases and from this we can see Leonard da Vinci is really a great
inventor. He contributed to people’s everyday life besides painting wonderful
pictures. Well, let’s go on with Activity 2. Please look at the pictures and read the
instructions below, discuss in groups and finish the exercises.
Sample answers:
What was its possible use? Why? When and where did it appear in
Europe?
1. Its possible use is calculation because it About the middle of the 15th in
is usually called “the Chinese puter” by Russia
foreigners.
2. Its possible use is to spread the About the late 15th in Germany
development of culture because it is
usually used to print papers for people to
read.
3. The south pointer was used to find the
most harmonious position to place new
buildings. It seems possible that it dates
back to the Qin Dynasty. It was the first
application of magnetism in people’s lives.


Step Ⅳ Project
T: “Creativity is the soul of a nation and an inexhaustible source of a country’s
prosperity.” Chinese former President Jiang Zemin said in the speech delivered
on November 24 to the scientific and technological munity in the Science City of
Novosibirsk. As a young generation, every one of us should be creative and
inventive in order to contribute more to make our country richer and more
beautiful. Now, please look at the project exercise on page 69. I’d like you first
read the introductions and then discuss in pairs about the pictures and solutions
to the problems. Finally I’d like someone to present your work.
One possible solution:
S: In this kind of situation, I will have to use the sticks and ropes to make a
fishing rod with the nails made in shape of hooks. I will cut the pumpkin or the
nuts on the trees into halves so as to make a water container. And as for the
shelter I’d use the piece of cloth bined with sticks, ropes and nails. I will have to
need a magnifying glass found on the island to focus the heat on the leaves and
wood so that there will be much smoke rising from the fire caused by the strong
light and heat from the sun. If I’m not lucky enough to be saved by someone, I
would have to use the ropes cut by the knife to link the pieces of wood together
so as to make a raft as means of escape.
T: Good! You all have good imaginations and you have known much about how
to design and make effective inventions especially in emergency. I am very
proud of you and I’m sure you will do more research about the inventions after
class until you make them perfect.

The navigational pass appeared in
Europe in the 12
th
or 13
th
centuries.
This is similar to the time when Zheng
He used it on his voyages to Africa.
Step Ⅴ Homework
Ask the students to do the following.
1．Search for more information about mobiles on the Internet.
2．Prepare for the listening part on page 26.

The Second Period Listening
Teaching goals 教学目标
1. Target language目标语言
a. 词汇和短语
refrigerator, court, version, hang on, out of order, get through, ring back, ring
off
b. 重点句子
Hang on, please.
I’m sorry, but this phone is out of order.
I can’t get through.
I must ring off now because...
Can I ring back later?
2. Ability goals能力目标
Enable the students to listen to the description of mobile phones and make a
telephone interview.
3. Learning ability goals学能目标
Help the students learn how to listen to the description of mobile phones and
make a telephone interview.
Teaching important points 教学重点
Listen to the description of mobile phones.
Teaching difficult points 教学难点
How to make a telephone interview.
Teaching methods 教学方法
Listening and cooperative learning.
Teaching aids 教具准备
A recorder.
Teaching procedures & ways 教学过程与方式

Step Ⅰ Revision and lead-in
Greet the students as usual.
Talk about the applications of mobiles.
T: Telephone is really a great invention in human history. With it, we can talk
with friends, families or others far away from us. Suppose you want to apply for
a job in James Dyson’s pany in England. The quickest and cheapest way may be
a telephone conversation. So you ring up one of his engineers to ask what kind
of person he needs. Now work in pairs and make a telephone conversation with
your partner. Remember to ask for as much information as you can. Of course,
we have learned about how to make telephone calls in English-speaking
countries. Who can give me some examples?
S: I’ll try. When making a telephone call, we often say: Hello! Is that... speaking?
Yes, this is... Can I take a message? Wait a minute, please, and so on.
T: But the following expressions may be of great help. Before listening, please
read and learn them by heart.
Show the following.
Hold the line, please.
Hang on, please.
Just a moment, please.
I’m sorry, but this phone is out of order.
I can’t get through.
I’ll ring him / her up again.
I must ring off now because...
T: Now, you may work with your partner and discuss about the questions and
answers.
A sample dialogue:
(S-student; E-engineer)
S: Hello! Is that James Dyson’s pany?
E: Yes, Who’s that?
S: This is Li Ping. Is that the personnel manager?
E: Just a moment, please. Sorry. He isn’t here right now. Can I take a message?
S: No, thanks. Maybe I’ll ring him again some other time. By the way, May I ask
you some questions?
E: Sure, go ahead.
S: I want to apply for a job in your pany and I want to ask what kind of person
you need.
E: Well, as far as I know, we need some skilled workers who are good at
machinery and have a good knowledge of repairing some electrical equipment
used at home, for example washing machine, refrigerator, electric fan and so
on.
S: Are we graduates needed in some departments in your pany?
E: It’s hard to say now. Maybe you will have some chance to work and learn in
some department, but you have to wait and see. If you are free, you may call
the personnel manager at three o’clock this afternoon.
S: OK, I will. By the way, how much will I get if I can work as your colleague?
E: Usually the average salary for newers is $$2,000 per month. And you may get
a rise if you progress well or have some invention in your work.
S: Well, I know. I must ring off now because I have to go back home for lunch.
Thanks a lot. Bye!
E: Goodbye and good luck!
T: Next please swap roles and answer your partner’s questions. Remember you
must behave as if you are a member of Dyson’s pany and answer the questions
honestly.

Step Ⅱ Listening and speaking
T: Zhou Rui has decided to do a project on a living British inventor called James
Dyson. So he telephoned Dyson’s pany in England to interview one of its
engineers about the great man’s ideas. Now listen to the conversation between
them and finish the exercises on page 26. Before that, please look through the
introductions first.
Ask the students to finish the exercises after listening and then check the
answers with them.
T: While listening, you’d better make notes of the listening points like this:
Show the following.
The object of his invention:
The problem of his invention:
The improvement of his invention:

Step Ⅲ LISTENING (Workbook)
T: Millions of people in China and around the world use cellular phones. They are
such great inventions —with a cell phone, you can talk to anyone on the planet
from just about anywhere! These days, cell phones provide an unbelievable
array of functions, and new ones are being added at a breakneck pace. Now look
at the pictures and questions on page 62. Work in pairs and have a discussion
about the three questions.
Sample answers:
S1: A mobile phone can now be used to receive phone calls, send and receive
messages, listen to music, watch videos, surf the internet and so on. I find it
very useful to use the mobile phones to make telephone calls and send and
receive messages because we should always be informed and it’s important and
necessary to municate with each other in modern society. I also expect a mobile
phone to show pictures of the person I call so that we can see clearly whether
we are calling the right person and I hope one day we can use it to have
meetings with people in the distance, and see films and show DVD in public.
S2: Nowadays mobile phones can be used to do calculations, record pictures in
life, play games, chat online, set time limit, wake up people, find out various
information online and so on. I find they are very useful because we can enjoy
ourselves when we use them to play games and chat online and talk with friends
about different subjects. I expect mobile phones can be used one day to watch
TV, cook meals, pick up foreign languages, do homework and take exams for me.
Then I’ll be free from different kinds of worries and plaints and live a more
fortable and convenient life in the future.
T: Good! You have known much about mobile phones and we’ll listen to some
other functions of them, which you might feel more interested in. Now, listen
and do Part 2 and then answer the questions in Part 3. While listening, please
make notes as follows. OK?
Show the following.
The mobile Mary will buy:
The extra applications of mobiles:
The extra application of the 3-G mobiles:
The reason why Mary is worried:
The advantages of the 3-G mobiles:
What might go wrong?
Then check the answers with the students.

Step Ⅳ LISTENING TASK (Workbook)
Deal with the LISTENING TASK on page 67.
T: First look at the three pictures on page 67 and discuss what inventions they
might be. Any opinions?
S: It looks as if it is a kind of machine moving on wheels and it can move very
fast driven by a certain kind of force.
T: It’s another invention by Leonardo da Vinci. Now, listen to the tape and decide
if you agree with the people on the tape. What do you think it was? Fill in the
chart below with the ideas of the two girls and make your own suggestions. Now
please listen to the tape and fill in the chart on page 67. Make some notes while
listening as follows.
Show the following.
Listening points:
The girls’ suggestions:
Reasons for:
Reasons against:
My suggestion:
Then check the answers.

Step Ⅴ Homework
T: Boys and girls, today we have listened to some materials about different
inventions and their functions and applications. I do hope you can listen to the
materials again after class so that you can get very familiar with them. Besides,
please finish the USING WORDS AND EXPRESSIONS on pages 63-64 and then
preview the Reading. Here are two questions for you.
1. What is the problem talked about in the text?
2. How did the writer solve the problem? List some of the steps.
The Third Period Reading (Ⅰ)
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
patent, distinguish, product, power, perfume, cube, abrupt, abruptly,
convenient, expectation, monitor, passive, criterion, valid, application, file, rod,
call up, now and then, set about, in case
b. 重点句子
1. The first thing I did was to see if there were any products that might help me,
but there only seemed to be powders designed to kill snakes.
2. Between the outside and the inside walls of the bowl there is some jelly, which
freezes when cooled.
3. The criteria are so strict that it is difficult to get new ideas accepted unless
they are truly novel.
4. Nor will you receive a patent until a search has been made to find out that
your product really is different from everybody else’s.
2. Ability goals能力目标
Enable the students to describe the problem of the snakes and what has been
done by the writer to solve the problem. Make them realize it takes steps to
catch the snakes and it’s not easy to get a patent.
3. Learning ability goals 学能目标
Help the students to learn how to retell the story and how to meet the
requirements of getting a patent.
Teaching important points 教学重点
How to describe the problem of the snakes and what has been done by the
writer to solve the problem.
Teaching difficult points 教学难点
Learn how to meet the requirements of getting a patent.
Teaching methods 教学方法
Task-based activities.
Teaching aids 教具准备
A recorder, a projector and some slides.
Teaching procedures & ways教学过程与方式

Step Ⅰ Revision
1. Greetings
2. Check the answers to the multiple choices in USING WORDS AND
EXPRESSIONS.
3. Ask some students to show the answers to the preview questions.
T: Last period, you were asked to preview the text and answer the two questions.
Did you get ready?
Sample answers:
1. The problem talked about in the text is how to catch snakes in the courtyard.
2. The writer solved the problem in different steps. For example placing the
frozen bowl and the ice-cubes on top of the bowl to keep it cool, freezing the
bowl and ice-cubes again in the evening as the temperature was starting to cool
and using a net used for catching fish.

Step Ⅱ Pre- reading
T: Problems can arise anywhere at any time. Now here is a problem of snakes.
Look at the title of the reading passage. What can you guess about the content
of the passage from the title? To answer the question you should try to predict
the content of the reading material by reading the title and looking at the
pictures in the text. The title of the text is THE PROBLEM OF THE SNAKES. Next,
I’d like you to discuss this question with your partner. Then I’ll ask some
students to report your work. Are you clear?
After a few minutes
T: Now who’d like to answer the question? Volunteer!
S1: Let me try. Someone was once frightened at the sight of snakes, the brave
and clever writer helped solve the problem of the snakes, as we can see from
the picture that she finally caught them with a net.
S2: Judging from the title, I think the passage is mainly about the serious
problem of the snakes around the house and how the girl made efforts to catch
the snakes in the end.
S3: The title tells us that the content of the text will be about different ways of
catching snakes tried by the girl and her success in doing it.
T: Very good! Now, let’s go on with Exercise 1 in the pre- reading. Inventing is a
scientific activity. Every inventor must go through certain stages before they
can have their inventions approved. Look at the list of the stages and work out
a suitable order.
S: The suitable order of the steps every inventor must go through before they
can have their inventions approved:
1. Finding a problem 2. Doing research
3. Thinking of a creative solution
4. Testing the solution
5. Applying for a patent
6. Deciding on the invention
T: Well done! You’ve worked the order out. Now read the text and check the
order you wrote above to see whether it follows the correct stages in producing
an invention. First, you should skim the passage by reading the introduction,
the topic of each paragraph and the conclusion.
After a few minutes.
T: How about your arrangement of the stages? Are they all right?
S: I find the above steps are correctly arranged according to the text. At first the
writer found the problem of the snakes, and then she made a study of the
methods of catching them and thought of a creative and practical way to solve
the problem. She then tested and improved the method before applying for a
patent and whether there will be a decision on her invention remains to be seen.
T: Quite right. Since you have got the general idea of the text, let’s go through
the text again.

Step Ⅲ While-reading
Get the students to prehend the passage carefully and accurately, and then
divide the text into several parts and work out the main idea for each paragraph.
T: Now, please read the passage carefully, divide the whole passage into several
parts and find out the main idea of each part.
Part I (Para.1): the discovery of the problem of the snakes
Part II (Paras.2-3): the research on the approaches to solve the problem
Part III (Paras.4-6): the attempts to catch the snakes