Unit 18 Inventions
Ｉ． 单元教学目标
技能目标Goals
Talk about inventions
Practice describing inventions
Review the Attributive Clause
Write a process essay
II． 目标语言

功
能
句
式
Ways of describing inventions
This invention can help people...
This is a new way of...
This new invention will make it possible for people to...
I think... is much more useful than...
It can make / help people...
I’d like to invent... because it can...
I’d like to invent... which can...
If people can create...
I suppose...
It must be very convenient if people could invent...
I dreamed I could invent...
Ways of asking questions about new inventions
What does it look like?
How does it work?
What’s it made of?
How would people use it?
Is there anything you would like to invent?


词 汇
1. 四会词汇
vest, heel, patent, officer, petrol, background, reject, possibility, otherwise, connection, previous, aware, trial, rider, dusty, pilot, storage, glue, typewriter
2. 认读词汇
edible, flavour, laptop, inflatable, creative, rephrase, partial, perception, visible, Mozart, relativity, Samuel Morse, desktop, palmtop, Mona Lisa, Charles Chaplin, John Denver, Isaac Newton, Abraham Lincoln, Eve, Helen Keller, metaphor, paste, electronics, Eniac
3. 词组
allow for, get stuck, break away from, be aware of, trial and error, after all, keep track of
4. 重点词汇
vest, office, background, reject, possibility, otherwise, aware, allow for, get stuck, break away from, be aware of, after all, keep track of


语

法
Review the Attributive Clause
1. a car that / which uses water instead of petrol
2. thinkers who have changed the world
3. a chip that / which makes it possible for us to see the future
4. a smart pen that / which automatically translates what we write into a foreign language


重
点
句
子
1. These chopsticks are both delicious and environmentally friendly. P57
2. Creativity is not about getting high test scores, having a high IQ or being smart. P59
3. If we look only for the correct answer and reject ideas that do not provide a complete answer, we may get stuck. P59
4. As with thinking outside the box, the process includes a series of different attempts and several false starts. Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities. P59
III． 教材分析与教材重组
1．教材分析
本单元以“发明”为话题，介绍对人类的进步起到重要作用的发明创造。旨在通过单元教学，培养学生的创造性，开发学生的非智力因素，并就“发明”这一话题发表自己的见解。
1.1 WARMING UP通过三个问题激发学生的求知欲，导入本单元的话题，让学生在寻找答案的过程中受到启发。
1.2 LISTENING 是关于发明者与专利受理工作人员的对话，要求学生听完录音后能够弄清“发生的问题”，并找出问题的答案。
1.3 SPEAKING 通过组与组之间的对话，培养学生的情景会话能力，并掌握描述发明创造的短语。
1.4 PRE-READING是Reading的热身活动，通过问题激发学生的学习兴趣。
1.5 READING 包括五个部分，旨在告诉学生如何培养发明创造的能力。通过实例及形象的语言表达，告诉学生要自己动手去尝试，而且在创造的过程中充满了幻想。
1.6 POST-READING是对课文的检查和巩固，加深学生对课文的理解。
1.7 LANGUAGE STUDY部分包括两方面的训练。词汇部分通过单词形式转化练习，帮助学生掌握构词法扩大词汇量。语法部分通过练习复习定语从句。1.8 INTEGRATING SKILLS主要包括阅读和写作两个部分。阅读部分主要介绍在科技领域中所应用的一些形象贴切的比喻，使学生更加容易理解一些抽象的概念。写作部分给予学生充分的想象空间。
2. 教材重组
2.1 从话题内容上分析，Warming up 与Speaking 相一致，而从训练目的上分析与Talking比较一致。所以可将Warming up, Speaking和Workbook中的Talking整合在一起,设计成一节口语课。
2.2 将Listening 和Workbook中的Listening整合在一起,设计成一节听力课。
2.3 将Pre-reading, Reading和Post-reading 三个活动整合一起上一节阅读课。
2.4 将Workbook 中Integrating Skills的Reading上一节泛读课。
2.5 将Language Study与Workbook中的Practising语法练习题整合在一起上一节语法课。
2.6 将Integrating Skills 和Workbook 中Integrating Skills 的Writing整合在一起上一节阅读写作课。
3. 课型设计与课时分配（经教材分析,根据学情,本单元可以用六课时完成）
1st Period Speaking
2nd Period Listening
3rd Period Reading
4th Period Extensive Reading
5th Period Grammar
6th Period Writing
IV. 分课时教案
The F
生词表: