Unit 17 Disabilities
Designed by 葛勤
I. Brief Statements Based on the Unit
This unit mainly tells us the difficulties that the disabled people may face. The teacher should train the students to identify the difficulties and dangers, to help the disabled to build up the spirit of “being strong, independent and equal to normal people”. Meanwhile we should master the important phrases and sentence patterns and review the Direct and Indirect Object.
II. Teaching Goals
Talk about disability
Practice talking about ability and inability
Review Direct and Indirect Objects
Write an argumentative essay
III. Teaching time: Four periods
The First Period
Teaching Aims:
Learn and master the following :
Words: disability, sidewalk, escalator, obstacle
Everyday English: I probably couldn’t…; I’m sure I would be able to…; If I…, I would be able to…; It would be difficult to…; I would try to….
Train the students’ Listening and speaking abilities
Teaching Important Points:
Train the students’ listening ability
Improve the students’ speaking ability by describing, talking and discussing.
Difficult Points:
How to improve the students’ speaking ability.
Teaching Methods:
Talking, speaking and listening to improve the students’ ability to use English
Individual, or group work to make the students finish the task
Teaching Aids:
tape recorder , a picture of Stephen Hawking
Teaching Procedures:
Step I lead-in
The teacher shows a picture of Hawking and asks the students the following questions:
Do you know the man?
What is he famous for?
What problem does he have?
Then the teacher asks:
How many different types of disabilities do you know?
Bb: lame, blind, deaf, mute, mentally disabled…
Is it difficult for the disabled to get around at home or in the town?
What problems may the disabled have when they get around?
What could be done to make the environment safer and better for disabled people?
Step II Warming up
T: Today we are going to learn Unit 17 “Disabilities” (Bb: Unit 17 Disabilities). Let’s look at the pictures on Page 49, work in pairs and imagine what difficulties and dangers the disabled may face, then discuss what could be done to help them.
(After a while, teacher asks some students to talk about the pictures)
Step III Listening
T; now please turn to Page 50. Let’s do some listening. Let’s listen to John talking about his life and the obstacles that he mentions and explain why they make his life difficult.
First listen to the whole passage, get the general idea of it.
Then listen to part 1, do exercise 1; listen to part 2, do exercise 2.
Finally listen to the whole passage and check the answers.
Step IV Speaking
T: Now let’s do some group work. Please look at Speaking on Page 50. Imagine you are disabled. Choose one of the situations below and discuss how you would deal with them. What would you not be able to do? What would be difficult? What could you do to overcome the difficulties?
(Ask the students to use the useful expressions on page 50)
Then choose one student from each group to report what they discuss.
Step V The design of the writing on the blackboard
Unit 17 Disabilities
The First Period
Types of disabilities: lame, blind, deaf, mute, mentally disabled
Useful expressions:
I Probably couldn’t…
I’m sure I would be able to…
It would be difficult to…
The Second Period
Teaching Aims:
Train the students’ reading ability.
Learn and master the following words and expressions: get around, fair, gifted, assist, cooperate, recognition, sympathy, encouragement, productive, visual, impair, adjust to.
Teaching Important Points:
Improve the students’ reading ability
Better understanding of the title “Disabled? Not Me! and the text.
How to get the students to master the useful expressions.
Teaching Difficult Points:
Find the topic sentences of each paragraph and their relationship
Difficult structures:
Studying together with the disabled classmates is both challenging and rewarding.
Living with disability is frustrating and challenging.
Teaching Methods:
Lead-in by discussing the problem: Should disabled students be allowed to go to university? Why or why not?
Fast reading: ask the students to find the topic sentences of each paragraph and their logic relation.
Further reading: learn about the details by questioning-and-answering activity.
Discuss and think about: How has the way the society views disabled people changed? Why?
Teaching Aids:
A tape recorder, a multimedia
Teaching Procedures:
Step I Lead-in and Pre-reading
T: Last period we learnt about what difficulties and dangers the disabled might face. And you talked a lot about how to help them. And now here is a practical problem for you to discuss: Should the disabled students be allowed to go to university? Why or why not?
Step II Reading
T; Today we’ll read a text ”Disabled? Not me!” How do you understand the title? Can you guess what the text is about? ( ask some students to present their ideas)
T: Now let’s read the text in two minutes and find the topic sentence in each paragraph:
( show the following on the screen)
Para 1; I know people are trying to help, but I wish they wouldn’t treat me as if I were a child.
Para 2: Today there are more opportunities for disabled people to develop their potential, live a rich life and make a contribution to society.
Para 3: They need recognition, more than sympathy and help.
Para 4; Like all of us, disabled people also need inspiration and encouragement.
Para 5: About one-third of the articles in Literature of Chinese Blind Children are written by disabled authors and blind children.
Para 6: Living with disability is frustrating and challenging.
Step III Further reading
( show the following questions on the screen )
What’s the trouble of Zhong Xiao-wen?
How does she get around?
What’s the teachers’ aim in the special college?
What do the articles in Literature of Chinese Blind Children talk about?
How does Zijie like the magazine?
Step IV Listening and acting
T: Now let’s listen to the tape and follow.
T: Now let’s do group work. Word in group of three, and suppose you are Zhong Xiaowen, a teacher of a special education college and Ye Zijie, you’re talking about disability, your feeling, how the society view the disabled and so on.
Step V Deal with the language points
( show the following on the screen.)
Treat…sb. as
It becomes obvious that…
Get around
Fair
Make a contribution to
Launch
Gifted
Adjust…to
Step VI Homework
Listen and read the text
Thinking: Has the way society views disabled people changed? How has it changed and why?
Step VII Record after Teaching
It is difficult for the students to find the topic sentence of para3
In group working, some students succeeded in using as much information and as many phrases and sentences as possible, but some failed.
The Third Period
Teaching Aims:
learn words and phrases in the reading part.
Teaching Important Points:
Help the Ss master the difficult language points.
Teaching Difficult Point:
How to help the Ss master the difficult language points.
Teaching Methods:
Explain the difficult language points to the Ss.
Explanation and inductive methods to learn.
Do exercises to master what they learn
Teaching Procedures:（omit）
见课件
The Fourth Period
Teaching Aims:
Review the words and phrases learnt in the last period.
Learn Direct and Indirect Objects.
Teaching Important Points:
How to guess the missing word according to the given sentence.
Master the interchanges of position on direct and indirect objects in the sentence.
Teaching Difficult Point:
Master the changes of the prepositions in the direct and indirect objects in the sentence.
Teaching Methods:
Review method to consolidate the words learnt in the text.
Explanation and inductive methods to learn direct and indirect objects
Do exercises to master what they learn
Teaching Procedures:
Step I Check the homework: Has the way society views disabled people changed? How has it changed and why?
Step II Word Study
Ask the students to do exercise 1and 2, then check the answers with the whole class
Step III Grammar Study
Write an example sentence on the Bb.
Bb: He made the visitor a cup of tea. →He made a cup tea for the visitor.
Present the students two groups of verbs that take indirect objects
Group 1: give, show, send, bring, offer, read, pass, lend, hand, tell, return, owe, write, play, throw, teach, promise and refuse.
Group 2: make, buy, do, fetch, get, play, save, order, cook, sing, find.
Explain: Verbs in group 1 are of “direction”, so the Indirect Objects are introduced by “to”
Verbs in group 2 are of “purpose”, so the Indirect Objects are introduced by “for”.
Do the grammar exercises and check the answers.
The Fifth Period
Teaching Aims:
Train the students’ ability by reading and writing
Teaching Important Points:
Improve the students’ reading and writing ability.
Teaching Difficult Point:
How to improve the students’ integrating skills
Teaching Methods:
Fast-reading and reading to improve the students’ reading ability.
Work in groups, Conduct a survey of your school or the public places where you live, make a checklist, then describe the situation and suggest ways to improve the situation. Share your results with the class.
Teaching Aids:
A tape recorder
Teaching Procedures:
Step I Lead-in
T: We’ve learnt about the disabled, and we know they hope to lead a normal life, they should be provided with more opportunity to develop their potential and make a contribution to society. So it is our duty to help them overcome the difficulties. Today we’re going to read a text “The Special Olympics”.
Step II Reading
Fast-reading, try to find the information about “The Special Olympics”
Questions:
Who take part in the Special Olympics? How often is it held?
When and where was the First Special Olympics held?
When and where will China hold the Special Olympics?
What kinds of Olympics do you know?
( the Summer Olympics, the Winter Olympics, the Special Olympics, the Paralympic Games and the deaf Olympics)
Further-reading
T; Read the text again, then discuss the following:
How do you understand the sentence “taking part in the game is a victory”?
Do you think living with a mental disability is the most difficult challenge a human being can face in life?
How do events like the Special Olympics help mentally disabled people?
Step III Listen to the tape and read aloud
Step IV Writing
T: Now you’ve known something about disabilities. I think many of you will show your love to the disabled from now on. So I want you to Conduct a survey of your school or the public places where you live, make a checklist, then describe the situation and suggest ways to improve the situation. Share your results with the class two days later.
Step V Record after teaching
The students are active in discussing the three questions and the answers come to the point.
The Sixth and Seventh Period
Deal with some exercises.
三尺讲台
金太阳试卷
红对勾
Unit 18 Inventions
?主备人：毕霞
I．Teaching Aims:
Skill Goals
Talk about inventions
Practice describing inventions
Review the Attributive Clause
Write a process essay
II. Language Focus:
Functions:
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?
Vocabulary:
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
Grammar:
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
Important Sentences:
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 pro vide 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.Teaching method
1. Discussion to make students talk about inventions to practice the students’ speaking ability.
2. Reading to get the general idea of the text and discussion to help the students understand the passage better.
3. Explanation to help the students master some language points and grammar.
4. Writing to train the students’ writing ability.
Ⅳ. Teaching procedures:
The 1st period Speaking
Step 1 Warming up
Give the students introductions of the three inventions from the textbook.
Step 2 Pre-speaking
Of all the 4 inventions, which do you think would be useful, why?
Use the following patterns to guide them:
I think… this invention can help people….
I think… is much more useful then …which we use now.
Some possible expressions:
I’d like to invent a ….
It can help people….
It must be very convenient if people could invent….
I dreamed I could invent….
Step 3 Speaking
Let the students read the passage and make them understand what they should do. To explain how the invention works and why it is useful.
Ask 5 groups to act their dialogue out in front of class.
Step 4 Summary
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…
I can help/ make 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?
Step 4 Homework
1. Talking at p131
2. Write a short passage with the title “My ideal new invention”.
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The 2nd Period Listening
Step 1 Revision
Check the homework, asking the students to come to the front to read out his or her essay out individually.
Step 2 Listening
Dialogue 1& 2 on p58
Students are asked to read fast the questions and then listen to the tape twice to answer the questions.
Step 3 Discussion:
Think of some examples of new inventions that people were afraid of or can’t accept at first.
Step 4 Homework.
Preview the reading.
The 3rd Period Reading
Step 1 Revision
Check the homework and then ask if they have some ideas of inventing some useful things to improve our life.
Step 2 Pre-reading
Do the ex on p59
Step 3 while-reading
Main idea of each para:
Para 1. By thinking about the way we think and practicing good thinking strategies, we can become more creative.
Para 2. To “ think outside the box” is to try new ways to solve a problem.
Para 3. Good solutions and new ideas are often the result of a change in perception.
Para 4. Every new thought or idea has to be connected to what we already know.
Para 5. Good ideas are the result of a long process of trial and error.
Step 4 Language focuses:
Deal with some language points if possible:
Trial-try
Application-apply
Produce-production
Inspiration-inspire
Fail-failure
Deep-depth
Possible-possibility
Connect-connection
Awareness-aware
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Step 5 Post-reading:
Listen to the tape and then finish the post-reading Ex on p60.
Step 4 Homework
Find out some sentences with the Attributive Clause.
Preparations: Language Study on p 61.
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The 4th Period Grammar
Step 1 Revision
Dictate some phrases and sentences:
Be tired of, break away from, allow for, get stuck
Partial solutions, and even failures, give us more information and clues that help us move forwards a better solution.
By looking at a problem in as many as possible, creative thinkers can find solutions that would otherwise remain invisible.
Step 2 Grammar
定语从句在句中做定语，修饰一个名词或代词，被修饰的名词词组或代词即先行词。定语从句通常出现在先行词之后，由关系词（关系代词或关系副词）引出。 关系代词有：who, whom, whose, that, which等。
关系副词有：when, where, why等。
关系代词引导的定语从句
关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
who, whom, that这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。例如Is he the man who/that wants to see you? 他就是你想见的人吗？（who/that在从句中作主语）?He is the man whom/ that I saw yesterday. 他就是我昨天见的那个人。（whom/that在从句中作宾语
whose 用来指人或物，（只用作定语, 若指物，它还可以同of which互换）。例如：They rushed over to help the man whose car had broken down. 那人车坏了，大家都跑过去帮忙Please pass me the book whose （of which） cover is green. 请递给我那本绿皮的书
which, that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如：A prosperity which / that had never been seen before appears in the countryside.农村出现了前所未有的繁荣。（which / that在句中作宾语）
The package （which / that）you are carrying is about to come unwrapped. 你拿的包快散了。（which / that在句中作宾语）
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关系副词引导的定语从句
关系副词可代替的先行词是时间、地点或理由的名词，在从句中作状语。
关系副词when, where, why的含义相当于"介词+ which"结构，因此常常和"介词+ which"结构交替使用。例如：here are occasions when （on which） one must yield. 任何人都有不得不屈服的时候Beijing is the place where（in which） I was born. 北京是我的出生地。Is this the reason why （for which） he refused our offer? 这就是他拒绝我们帮助他的理由吗？
2）that代替关系副词，可以用于表示时间、地点、方式、理由的名词后取代when, where, why和"介词+ which"引导的定语从句，在口语中that常被省略。例如： ??His father died the year （that / when / in which） he was born. 他父亲在他出生那年逝世了。He is unlikely to find the place （that / where / in which） he lived forty years ago. 他不大可能找到他四十年前居住过的地方。
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判断关系代词与关系副词 方法一： 用关系代词，还是关系副词完全取决于从句中的谓语动词。及物动词后面无宾语，就必须要求用关系代词；而不及物动词则要求用关系副词。例如This is the mountain village where I stayed last year. 这是我去年呆过的山村。I’ll never forget the days when I worked together with you.我永远不会忘记与你共事的日子.
判断改错：
（错） This is the mountain village where I visited last year.
（错） I will never forget the days when I spent in the countryside.
（对） This is the mountain village （which） I visited last year.
（对） I’ll never forget the days （which） I spent in the countryside. 习惯上总把表地点或时间的名词与关系副词 where, when联系在一起。此两题错在关系词的误用上。
?方法二： 准确判断先行词在定语从句中的成分（主、谓、宾、定、状），也能正确选择出关系代词/关系副词。例1. Is this museum ___ you visited a few days age? A. where B. that C. on which D. the one
例2. Is this the museum ____ the exhibition was held.
A. where B. that C. on which D. the one答案：例1 D，例2 A例1变为肯定句： This museum is ___ you visited a few days ago.
例2变为肯定句： This is the museum ___ the exhibition was held.
在句1中，所缺部分为宾语，而where, that, on which都不能起到宾语的作用，只有the one既做了主句的表语，又可做从句的宾语，可以省略关系代词，所以应选D。 而句2中, 主、谓、宾俱全，从句部分为句子的状语表地点，既可用副词where，又因 in the museum词组，可用介词in + which 引导地点状语。而此题中，介词on 用的不对，所以选A。 关系词的选择依据在从句中所做的成分，先行词在从句中做主、定、宾语时，选择关系代词（who, whom, that, which, whose）； 先行词在从句中做状语时，应选择关系副词 （ where 地点状语，when 时间状语，why 原因状语） 。
4. 限制性和非限制性定语从句 1） 定语从句有限制性和非限制性两种。限制性定语从句是先行词不可缺少的部分，去掉它主句意思往往不明确；非限制性定语从句是先行词的附加说明，去掉了也不会影响主句的意思，它与主句之间通常用逗号分开。例如： This is the house which we bought last month. 这是我们上个月买的那幢房子。（限制性） The house, which we bought last month, is very nice.这幢房子很漂亮，是我们上个月买的。（非限制性）
2） 当先行词是专有名词或物主代词和指示代词所修饰时，其后的定语从句通常是非限制性的。例如：Charles Smith, who was my former teacher, retired last year. 查理·史密斯去年退休了，他曾经是我的老师。My house, which I bought last year, has got a lovely garden. 我去年买的的那幢房子带着个漂亮的花园。This novel, which I have read three times, is very touching. 这本小说很动人，我已经读了三遍。
3） 非限制性定语从句还能将整个主句作为先行词, 对其进行修饰, 这时从句谓语动词要用第三人称单数。例如He seems not to have grasped what I meant, which greatly upsets me. 他似乎没抓住我的意思，这使我心烦。Liquid water changes to vapor, which is called evaporation. 液态水变为蒸汽，这就叫做蒸发。说明：关系代词that和关系副词why不能引导非限制性定语从句。
介词+关系词
介词后面的关系词不能省略。
that前不能有介词。
3）某些在从句中充当时间，地点或原因状语的"介词+关系词"结构可以同关系副词 when 和where 互换。例如： This is the house in which I lived two years ago. 这是我两年前住过的房子。This is the house where I lived two years ago. Do you remember the day on which you joined our club? 还记得你加入我们俱乐部的那一天吗？
Do you remember the day when you joined our club?
as, which 非限定性定语从句
由as, which 引导的非限定性定语从句，as和which可代整个主句，相当于and this或and that。As一般放在句首，which在句中。例如：As we know, smoking is harmful to one's health. 如我们所知，吸烟有害健康
The sun heats the earth, which is very important to us.太阳使地球暖起来，这对我们人类很重要。典型例题 1）Alice received an invitation from her boss, ___came as a surprise. A. it B. that C. which D. he ? ? 答案C. 此为非限定性从句，不能用 that修饰，而用which.，it 和he 都使后句成为句子，两个独立的句子不能单以逗号连接。况且选he句意不通。2）The weather turned out to be very good, ___ was more than we could expect. A. what B. which C. that D. it答案B。which可代替句子，用于非限定性定语从句，而what不可。That 不能用于非限定性定语从句，it不为连词，使由逗号连接的两个句子并在一起在英语语法上行不通。 3）It rained hard yesterday, ____ prevented me from going to the park..
A. that B. which C. as D. it 答案B. as 和which在引导非限制性定语从句时，这两个关系代词都指主句所表达的整个意思，且在定语从句中都可以作主语和宾语。但不同之处主要有两点：
as 引导的定语从句可置于句首，而which不可。 2） as 代表前面的整个主句并在从句中作主语时，从句中的谓语必须是系动词；若为行为动词，则从句中的关系代词只能用which.。在本题中，prevent由于是行为动词，所以正确选项应为B。
as 的用法 例1. the same…as；such…as 中的as 是一种固定结构, 和……一样……。例如： I have got into the same trouble as he （has）. 我碰到了跟他一样的麻烦。 例2. as可引导非限制性从句，常带有''正如''。例如： ?As we know, smoking is harmful to one’s health. 如我们所知，吸烟有害健康。 As is known, smoking is harmful to one' s health. ?As是关系代词。例1中的as作know的宾语；例2中，它充当从句的主语，谓语动词know要用被动式。
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先行词和关系词二合一 1） Whoever spits in public will be punished here. （Whoever 可以用 anyone who 代替）
2） The parents will use what they have to send their son to technical school.（what 可以用all that代替）
??what/whatever; that/what; who/whoever?? 1）what = the thing which；whatever = anything。例如： What you want has been sent here. 你要的动词都送来了。 Whatever you want makes no difference to me. 不管你要什么，跟我没什么关系。 2） who= the person that whoever= anyone who。例如： （错）Who breaks the law will be punished. 错）Whoever robbed the bank is not clear. （对）Whoever breaks the law will be punished. 王子犯法，与庶民同罪。 （对）Who robbed the bank is not clear. 谁抢了银行还不清楚。 3） that 和 what 当that引导定语从句时，通常用作关系代词，而引导名词性从句时，是个不充当任何成分的连接词。宾语从句和表语从句中的that常可省略。What只能引导名词性从句，用作连接代词，作从句的具体成分，且不能省略。例如： I think（that）you will like the stamps. 我想你会喜欢这些邮票的。 What we need is more practice. 我们需要的是更多的实践。
关系代词that 的用法 1）不用that的情况 a） 引导非限定性定语从句时。例如： （错）The tree, that is four hundred years old, is very famous here. b） 介词后不能用。例如： We depend on the land from which we get our food. 我们依赖土地获得食物。 We depend on the land that/which we get our food from.
2） 只能用that作为定语从句的关系代词的情况 a）在there be 句型中，只用that，不用which。 b） 在不定代词，如：anything, nothing, the one, all, much, few, any, little等作先行词时，只用that，不用which。c） 先行词有the only, the very修饰时，只用that。 d） 先行词为序数词、数词、形容词最高级时，只用that。. e） 先行词既有人，又有物时。例如： All that is needed is a supply of oil. 所需的只是供油问题。 Finally, the thief handed everything that he had stolen to the police. 那贼最终把偷的全部东西交给了警察。
? Do some exercises about the Attributive Clause:
Step 3 Practice:
Finish the exercises on P61, checking the answers orally.
Step 4 Homework
1 Ex 2&3 on p133
2 Finish the exercises of the reading on 162
The 5th Period Extensive reading
Step 1
Check the homework (Ex2&3 on p133)
Step 2 Listening and Fast reading
Play the tape and ask students to listen to the tape and complete the following chart:
Invention
Possible uses
Invisible paint
1.________; 2.________
?
Step 3 Intensive reading
Read for the second time, and then answer the questions:
Then deal with some language points if necessary.
Step 6 Homework
Review what we’ve learned in this period and preview the Reading and Writing on p62.
?
The 6th Period Writing
Step 1 revision
Step 2 Pre-writing
Ask the students to read the text All in the Mind: Scientific Metaphors? And then finish the chart on the below.
Step 3 Writing
Try to write an essay using the information given on P64.
Read some sample essays and give comments on them.
Step 4 Homework
To summarize what we’ve learnt in this unit.
Read the Strategies given on P64 to see if you can use these tips to improve your English-learning.
高中英语新教材Unit11教案
一、教学分析
1、教材内容分析
本单元围绕“Scientific achievements”这一中心话题，从科学家、科学假说、科学理论、科学探索等方面设计听、说、读、写等一系列教学活动。“Warming up”部分设置了三个问题，要求学生就重要的科学成就进行讨论，从而帮助学生认识重要的科学成就，了解科学成就对社会发展、人类进步的重大贡献，同时激发学生热爱科学、投身于科学研究的热情，探索科学研究的方法。“Listening”部分设计了两道材料问题和一道开放性的情景话题。主要培养学生捕捉和筛选信息的能力，然后要求学生在一定语言输入后进行语言输出，旨在培养学生的想象能力和应用能力，通过自己的语言体会重大科学成就的意义。“Speaking”部分重点训练表达意图和愿望的日常交际用语，以五人小组的活动形式组织学生扮演科学家的角色，陈述各人的研究方向并阐明其重要性来申请科研经费。“Reading”部分为一篇介绍中关村的形成、发展及其重要意义的记叙文。通过对文章的理解，学习中关村人的创业精神。“Language study”部分由词汇和语法两部分组成，该部分不仅教授了四种构词法知识，更鼓励学生通过四项练习，运用构词法知识提高阅读能力。“Integrating skills”部分设计了一个阅读和写作的练习，在学生了解四大科技成就及其重要性后，要求学生略加扩充写一篇最伟大的科学成就的文章。“Tips”部分提出了说服性写作必须论点明确、论据充分，为写作提供了写作方法。
2、教学重点、难点:
本单元的重点在于借助“高科技成就”这一话题，学习、复习涉及这一话题的有关语言知识和语言技能（见教学目标），激发学生热爱科学、奋发图强、献身于科学的热情。
本单元的难点在于培养学生充分利用已有的英语知识表达自己，谈论科学家、科学成就、理想抱负。
二、教学目标
1、语言知识目标
要求学生掌握必要的单词、词组和句型：solar, constitution, private, grasp…It’ likely that…, make it possible for sb to do sth…,etc.
掌握一定量的表达“wishes and intentions”的交际功能用语。
同时要求学生掌握本单元出现的构词法及一些常见的前缀后缀及词根的意义。
2、语言技能目标
通过本单元的内容培养学生良好的“听、说、读、写”的技能，使学生能运用所学的知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就科学成就提出独特的见解。
3、情感目标
1）激发学生并提高学习英语的兴趣， 乐于接受新鲜事物，勇于尝试：体现课堂教学“主体者”的身份，积极主动地参与教学各环节，成为学习的主人：具有个性，培养创造能力。
2）培养同学之间日常融洽相处的感情，乐于合作，善于合作的团体合作精神。
3）通过课文中出现的科学家及科学成就激励学生热爱科学、投身
三、学习策略
引导学生利用图书馆和网络资源进行一系列的自主学习、合作探究的学习策略。对于本单元鼓励学生课前收集科技成就、中关村和美国的硅谷的资料，上课时勤思考、主动参与课堂上的各种活动。
四、单元教学设计
依据《新课程标准》及对于学生教学目标的要求，课堂设计本着教学应“以人为本”的总的教学理念，课堂中充分利用网络资源、设计相应难度的任务，以增加教学的直观性和趣味性，提高教学效率。根据学生学习英语的特点和规律，学习阶段的侧重点，我把本单元划分六课时完成：听力、口语、阅读（2课时）、语言、写作、评价。
Period 1 Warming-up & listening
Goals: 1. Get the Ss to talk about what science and scientific achievements have affected the world to stimulate them to further efforts.
2. Cultivate the students’ ability of listening for information.
一、Warming up
Task 1.Greeting: Have a free chat with the Ss about their holidays to present the topic scientific achievements
Task 2. Match the scientists and their scientific achievements （group work）
Alexander Bell electricity
Thomas Edison the First telephone
the Wright Brothers‘ the electric Lamp
Madame Curie black holes in Universe
Franklin Theory of Gravity
Steven Hawking the First Plane
Elbert Einstein Radium
Isaac Newton the Theory of Relativity
Task 3. Talk about scientific achievements
How have the scientific achievements changed the world?
Which one do you think is the most important? Why?
What are some other scientific achievements that you think are important?
Do these achievements have anything in common? If so, what?
Task 4. Discussion (pair work)
Is this an easy job to achieve success in science research? What makes a scientist?
二、Pre-listening
Task Get to know Neil Armstrong, Alexander Gramham Bell, Ray Tomlinson and Armchimedes.
三、Listening
Task 1. Listen to part 1 and complete the chart below.
Can you explain Tomlinson’s message?
Task 2 .Listen to part 2 and complete the sentence below.
1.The word “ “ are famous because they are the
of The Constitution of the United States of America.
2.Eureka is a word from the language and means
3.If you ask a father, he might say : “ “
If you ask a mother, she might say : “ “
四、Post-listening (group work)
Language input: As what you have heard just now, some words become famous not because they are beautiful or wise but because they are spoken when a great new scientific achievement is being announced or made. If you are lucky enough to be the first person…., what would you say?
Task: Choose one situation and then share with your partners.
A the first person on Mars
B the first cloned human being
C the first person to travel in time
五、Homework
1 Listen to the tape, finish the listening part on WB (p81).
2 Preview the reading passage.
Period Two Speaking
Goals:1.Learn and master the useful expressions
2.Train the students’ listening and speaking abilities.
3.Talk about scientists and scientific achievement, urging the students to further understand the significant of science and scientific achievement and encouraging them to work hard at their lessons.
一、Pre-task
Another new year began. Have you got any wishes/ plans? What are they? With your plan made, what intentions have you got? In this way the following expressions are aroused.
二、Speaking (group work)
Situation: Four scientists ,each of whom is working on an important project, want to get money to complete their project. Each scientist will introduce his or her project and explain why it is the most important. The organizer will listen to all the scientists and ask questions. At the end of the discussion, he or she must decide who will get the money and why.
三、Post task
1.Just now you did a very good job in acting as a scientist. Do you want to be a scientist? If so, which field are you interested in? If not, what do you want to be? Use the expressions of wishes and intentions to talk about your dream.
2. Imagine you are a reporter who is going to report the space hero about his wishes and intentions. Take turns acting as interviewer and interviewee.
四、Homework
Interview your parents about their wishes and intentions using the expressions we learent.
Preview the reading passage.
Period 3&4 Reading
Goals: 1.Learn and master the following words and phrases. likely, private, master, perfect, arrange, set foot (in), rely on, failure, locate, valley.
2.Train the Ss’ reading ability.(Read for general information and detailed information.)
3.Get the Ss to learn about Zhongguancun——China’s Silicon Valley.
一、Pre-reading
1.Are scientific achievements important? How do they improve our daily life? How do they improve society?
2.Why do scientists spend so much time trying to achieve something?
3.As is known to us, scientific achievements can not only make our life better, but also promote the development of mankind and society. So I want to run a hi-tech company, what should I arrange for? What kind of support and environment would I need?
4.What if I set up my company in Zhongguancun ? How much do you know about Zhongguancun?
5.Do you know the sign “Lenovo”? Where is it located?
二、While-reading
Fast reading
Task: Read the text quickly and try to find information about Zhongguancun to finish the chart below.
2、Careful reading
Task 1 : Get to know the outline of the text
1.Does this article have a topic sentence? What is it?
2.What are the supporting ideas?
三、Listening & Questions
Task: Listen to the tape and finish the True or Fasle.
Zhongguancun is the new center for Chinese science and education
Within the next ten years, more than a hundred scientific and hi-tech companies moved into Zhongguancun.
Xiang Yufang studied abroad because he felt comfortable abroad.
More than 8,000 hi-tech companies in Zhongguancun. More than half of them are IT companies.
Zhongguancun park is home to Lenovo and Founder and more than 20 famous national companies.
The researchers and scientists know that the spirit and creativity they represent are no more than money.
四、Post-reading
Choose the correct answers. There may be more than one correct answer.
五、Discussion (group work)
Language input: In this class, we’ve learned more about Zhongguancun by reading the passage. As a new center of science and technology, it is known to the world. It is sometimes called “China’s Silicon Valley”. Do you know “Silicon Valley”? Where is it? When was it set up? Why was it set up?
Task: Work in groups of four to compare these two science parks and find out in which ways they are similar and different. You can refer to the following chart.
六、Homework
Pick out some sentences you enjoy most, & try to recite them as possible as you can.
Period 5 Language Study
Goals: 1.Learn some words which are the closest in meaning.
2.Study the ways of forming a word.
3.Study the meaning of some affixes and stems.
一、Revision.
Task . Introduce Zhongguancun
二、Word study
Task 1. Use the clues below to guess the words
三、Presentation
Task: Study the words on the screen and find out the ways of forming a word. (class work)
International=inter + national telephone= tele + phone
Mankind=man + kind broadband=broad + band
Extremely=extreme + ly manned=man + ed
Hi-tech=high + technology e-mail=electronic mail
IT=information + technology CSA=Chinese Space Agency
四、Practice
Task 1. Finish the Exx2-4 to understand how the words are formed.(P6)
Task 2. Get to know the meaning of stems and affixes. (pair work)
. Look at the stems and affixes on the screen. Match each of them with the right meaning on the right.
Task 3. Word formation makes it easy for the Ss to guess the meaning of words using
context clues.
五、Consolidation
Read the news article and tell how the words in bold are formed (pair work)
Homework:
Finish off the exercises on the workbook.(p83-84.
Preview integrating skills
Period 6 Integrating Skills
Goals: 1.Learn and master the new words and phrases
2.Train the Ss’ integrating skills, especially reading and writing skills.
一、Revision
Ask the Ss to find some examples for each way of forming a word?
Guess some new words with the help of word formation.
The average output of the factory is 20 cars a day.
She has written good essays before, but this one is substandard.
He is a kind of intellectual superman.
The lack of a common language made it very difficult to intercommunicate .
Transplant the seedlings into peaty soil.
3.Lead in: Human beings are creative, and many scientific achievements have been made in our history. What great inventions do you know in China’s history? What red hot achievements do you know?
二、Fast reading
What plan has helped Chinese scientists make many breakthroughs?
Which scientific fields are mentioned in the text?
三、Careful reading (group work)
Field
Achievements
Importance
Exploring space
Genetic research
Computer engineering
Medical science
四、Writing
Introduction: state your view
Outline body : give your reasons (at least 2)
Conclusion: summary
五、Self-Assessment
Using the assessing part on P.87, Ss are helped to review what they have learned or done in this unit learning. In this way they can learn to reflect and pay attention to their weak points in the later learning (the evaluation items can be adapted if appropriate).
