Period 1 Let’s listen and speak!

Goals

● Help students understand the common sense about inventions.

● Do listening and make sure students understand it.

● Help improve the students’ listening and speaking abilities.

Procedures

Leading in by guessing.

Today, we are going to learn something about inventions that will do good to human beings or even smooth away difficulties brought by disabilities. Here are some of them. Please guess what they are or who the inventors are.

1. a man who made more than 1,000 inventions in his life and invented electric bulbs

2. a woman who discovered a way to alter and expand the range of natural cotton colors without using tints or dyes

3. a computer that fits comfortably on your nose and weighs less than a pair of glasses

4. a man born in 1876 who invented an effective gas motor engine and built the first practical four-stroke internal combustion engine called the “Otto Cycle Engine”

5. a shoe whose heels made electricity with every step the wearer takes

Key:

1. Thomas Alva Edison

2. Sally Fox

3. Nose-top computer

4. Nicolaus Otto

5. Electric shoes

To learn more about inventions please turn to page 57 or look at the screen.

Task 1: Looking and discussing.

Look at page 57 or the screen. There are four pictures and four descriptions. Read the descriptions individually first and then match each picture with the correct description.

Picture 1: Electric shoes

Picture 2: Inflatable bicycle

Picture 3: Edible chopsticks

Picture 4: Nose-top computer

Task 2: Discussing.

Now discuss the following questions in pairs:

1. Which of the four “invention” do you think would be more useful? Why?

2. Is there anything you would like to invent? If so, what and why?

Task 3: Listening and answering questions.

1. Now we are going to listen to dialogue 1 on the tape, which is about Mr. Dean’s new invention. Listen carefully and try to understand it. Then you should answer the following questions:

1) What are the advantages of Mr. Dean’s new invention?

2) How does it work?

3) What can it be used for?

4) Why does the patent officer not want to give the man a patent?

2. Listen to the tape of dialogue 2, which is about Mr. Scoles’ invention and then answer the following questions:

1) What has Mr. Scoles invented?

2) Why did the man invent it?

3) Do you think it works? How does it work?

4) Why does the patent officer not want to give the man a patent?

Task 4: Speaking up.

In groups of four one is to play the role of an inventor to explain to the rest how his invention works. The patent officer should listen, ask questions and decide to give which one the patent.

Closing by writing.

To end the period, let’s try to write a list of new inventions we would like to make. Let’s see whose ideas are both creative and practical.

Unit 18 Period 2 Let’s read!

(What will You Think of Next?…)

Goals:

● Improve the students’ reading abilities.

● Learn about creativity and thinking strategies.

Procedures

Learning in by discussing.

Last time you were asked to write a list of your possible inventions. Now we shall see whose inventions are both creative and practical.

T: What’s your invention, Sa?

Sa: Flower Speaker Amplifiers.

T: What does it look like?

Sa: It is the gadget that is hidden in a vase or a potted plant.

T: How does it work?

Sa: It sends music at just the right frequency to vibrate up the stems and then be converted into audible sound by the entire plant. A device such as a CD player or radio can be connected to it. Music is also good for the plants, which are invigorated by the constant musical sounds.

T: Quite creative. Now according to the answer from Sa, I have got some questions for all of you to discuss in groups.

Task 1: Skimming for the main idea.

We shall learn more about creativity today. Now skim the reading passage to find out the main idea of each part.

Task 2: True or False.

1 Most inventors have high IQs.

2 The things we know can sometimes make it more difficult for us to understand.

3 It’s impossible to learn how to be creative.

4 The best way to find a good solution is to look for one good answer.

5 Inventors try to avoid failure.

6 The more ways we have of looking at a problem, the more likely it is that we can find a solution.

7 Most good ideas are the result of a long process of trial and error.

Task 3: Listening and reading aloud.

Next, we are going to listen and read aloud. Pause at the correct places and find out the sentences difficult to you at the same time.

Useful Expressions

Use one’s creativity, come up with anew idea, have much in common, have different backgrounds, do well in school, get high test scores, have a high IQ, practice good thinking strategies, limit one’s thinking, think out, rephrase a problem, allow for creative solutions, reject wrong ideas, get stuck, move towards a better solution, break away from old thought patterns, explore new possibilities, deepen one’s understanding, remain hidden, connect to, make connections. a process of trial and error, change the world

Task 4: Questions and answers.

First work in pairs, trying to analyze the difficult sentences, then put your questions to me. We will focus on the forms and structures of the passages.

Task 5: Fill in the blanks with the words in the text.

Creativity is a matter of _____. In order to be more creative, we should think about how we think and _______ good thinking strategies.

To “ think outside the box” is a conscious ______ to break away from old thought ______ in order to _______ new possibilities. A change in ________ ----- to take another look at the problem----may lead to good solutions and new ideas.

Great thinkers are ______of “making connections” and try to ______ new and old ideas in as many ______ ways as possible. By _______ and connecting ideas and objects in new ways, creative thinkers are able to think of new _________and solutions.

Good ideas are no _______. They are the result of a long _____ of trial and_____. If we want to develop our creativity, we can try using these thinking strategies to find new ways to _____ our life.

Closing up by discussion

To end this period, let’s have a discussion of the following questions:

1. How can we be more creative in thinking?

2. How do people come up with new ideas for new inventions?

3. How can creative thinking be used to better our studies?

Unit 18 Period 3 Let’s study!

(Grammar: Review the Attributive Clause)

Goals

● Learn to define words in English with the attributive clause.

● Learn more about the attributive clause.

Procedures

Leading in: Reading and discovering.

Read the passages and underline all the attributive clauses.

Task 1: Reviewing the attributive clause.

學習定語從句的幾個問題

1、 掌握以上關系代詞、關系副詞的含義及使用時，要特別注意以下幾點：

1) 指物時宜用 that 的情況：

a. 當先行詞為 all, much, little, few, none, something, anything, everything, nothing 等不定代詞時。All that can be done has been done.

b. 當先行詞既指人又指物時。

He spoke of the men and the thing (that) he had seen abroad.

c. 當先行詞被序數詞或形容詞的最高級修飾時。

This is one of the best films that I have ever seen.

d. 當先行詞被 the very, the only, the last, any, every 等修飾時。

This is one of the very book that I am looking for.

e. 當先行詞是疑問詞 who, what, which 時。

Who that has such a home doesn’t love it?

f. 關系代詞在從句中作表語。

Mary is no longer the girl that she used to be.

2) 關系代詞 as 和which都能引導非限定性定語從句代表整個句子的內容，as

引導的從句可位于句首或句末，which引導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)關系副詞when, where, why其含義相當于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，可以與of which等結構互換，但應注意與冠詞的位置關系：

This is the book the cover of which / of which the cover / whose cover is blue.

5)有時可用代替關系副詞。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、整個句子或世界上獨一無二的物質名詞時，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有時會引起名義的變化：

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，這使她很生氣。

2、 定語從句與強調結構

It is the place where they lived before.

It is in the place that they lived before.

第一個句子為定語從句，where指代the place，在定語從句中作狀語，第二個句子為強調結構，強調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? (強調句型，強調疑問副詞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?

第一個句子中，this book是主句的主語，the one是先行詞。在第二個句子中this是主句的主語，the book是先行詞。一定要避免出現：Is this book that you bought yesterday?

4、 定語從句與同位語從句

定語從句相當于形容詞，它對先行詞起修飾、描述或限制作用，而同位語從句則相當于名詞，對其前面的詞給予說明或作進一步解釋，即說明該詞所表示的具體內容。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”結構中，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.

Unit 18 Period 4 Let’s read and write!

(ALL IN THE MIND: SCIENTIFIC METAPHORS)

Goals

● Improve the students’ abilities of reading comprehension.

● Learn about the positive and negative of “scientific metaphors”.

● Enable the students to write brief essays.

Procedures

Leading in: by life experiences.

Good morning, class! Living in an information age, we are enjoying various inventions of modern technology. We make uses of computers, mobile phones, TV sets, and so on. Now tell me what uses you make of all those modern devices.

Task 1: Reading for the main idea of each paragraph.

To learn more about modern technologies, turn to page 63 and first read for the main idea of each paragraph.

Task 2: Discussing the language points.

Any problem with the article. Now in pairs try to find some questions about all the points difficult to you. You may ask me for help if necessary.

Task 3: Listening and reading aloud.

To understand better what’s talked about in the article, listen to the tape record and read aloud the text at the same time.

Closing up by writing a brief essay.

All right, now listen to my questions:

What will computers look like in the future?

How will we use computers?

How would you describe a computer to someone living in the 19th century?

What would you compare a computer to?

Words and Expressions

live in an information age, do… with computer, send mails, be similar to…, keep information in one’s memory, develop technology at a high pace, metaphor, storage, paste, glue, be different from…, in the best way, after all, now that, in the future, think about…

Homework

Reading material

以“魚”喻人

�、駍hark：(本義)鯊魚；(喻義)貪詐的人。如：a loan shark(高利貸主)，the big sharks(壟斷資本家)。

　�、騟el：(本義)鰻魚；(喻義)滑頭的人。如：

　　He’s far from straightforward to deal with--a slippery eel.

　　他這個人與人打交道很不直爽---滑頭精。

　�、� fish：(本義)魚；(喻義)人。如：That old uncle of yours is a queer fish.你那位老伯伯，可真是個古怪的人。　　a cold fish冷冰冰的人　　a poor fish可憐蟲

“植物”喻人

　　Ⅰ.He　was　the　No.1　seed　in　the　table-tennis　championship.

　　他是這屆乒乓球錦標賽頭號種子選手。(種子--種子選手)

　�、�.A　man　of　learning　is　supposed　to　be　some　pumpkins.

　　學問高深的人常被認為是重要人物。(南瓜--很重要的人物，通常用復數形式并與some連用)

　　Ⅲ.He　is　a　real　daisy. 他是個頂呱呱的人物。(雛菊--第一流的人物)

　　Ⅳ.The　country　lost　the　flower　of　its　youth　in　the　war.

　　那個國家在戰爭中失去了許多優秀青年�！　�(花--精華)

　�、�.I’ll leave　you　two　young　people　alone；I’m　sure　you　don’t　want　me　to　play　gooseberry.

　　你們兩個年輕人單獨在一起吧，我敢肯定你們不希望我夾在你們中間。(醋栗---[作]陪婦，這短語源自青年男女相聚時須有老婦陪伴的古老習俗譯成“當電燈泡”也是很形象的表達。)