Ⅰ.Brief Statements Based on the Unit

This unit provides the students good English language materials.Their interest in creating something useful will be aroused.In the first period,we’ll begin with how the students come to school.Then problems such as flat tyre will come up.In order to solve the problem,we’ll see a new type of bicycle and other new inventions.While talking about them,the students’ speaking ability will be improved.Listening is about two men,who want patents.After listening to it,the students will improve their listening ability.And students will practise how to express and support an opinion in the speaking part.In the second period,the text will be dealt with.The students’ interest of creation will be greatly aroused.Students will improve their reading ability as well as master the useful words and expressions.In the third period,some useful words and expressions will be mastered by the students after they finish the exercises.Also,the Attributive clause is reviewed in this period.In the last period,students will learn some useful words and expressions from the reading passage.And the students are asked to write an article describing a computer to improve their writing ability.After Ss study the whole unit,their abilities to listen,speak,read and write will be improved.

Ⅱ.Teaching Goals

1.Talk about inventions.

2.Practise expressing and supporting an opinion.

3.Review the Attributive Clause.

4.Write a process essay.

Ⅲ.Background Information

1.Practical Computer English

Cannot open list file(不能打開清單文件)

Cannot open run file(不能打開運(yùn)行文件)

Compare process ended(比較處理結(jié)束)

Compare more files(Y/N)(還作文件比較嗎？)

Copy complete(拷貝完成)

Copy another(Y/N)（還要拷貝另一個嗎？）

Under finded line number(未定義行號)

Directory entries adjusted(目錄頁已調(diào)整)

Disk boot failure(磁盤自舉失敗)

Disk not compatible(磁盤不兼容)

Data record too large(數(shù)據(jù)記錄太大)

Entry error(登記項錯誤)

Error loading operating system(裝入操作系統(tǒng)的錯誤)

File sharing conflict(文件共享的沖突)

Files are different sizes(文件大小不同)

Files compare OK(文件比較成功)

Incorrect parameter(參數(shù)不正確)

Insufficient disk space(磁盤空間不足)

Insufficient memory(內(nèi)存空間不足)

Can’t continue(不可能繼續(xù))

Device fault(設(shè)備故障)

Device I/O error(I/O設(shè)備錯)

Device timeout(設(shè)備超時)

Disk full(磁盤滿)

Disk write protect(磁盤寫保護(hù))

Disk not ready(磁盤沒準(zhǔn)備好)

Division by zero(除數(shù)為零)

Duplicate definition(重復(fù)定義)

File already exists(文件已經(jīng)存在)

File already open(文件已打開)

File not found(文件沒找到)

FOR without NEXT(For語句中沒有對應(yīng)的next語句)

Illegal direct(非法的直接使用)

Illegal function call(非法函數(shù)調(diào)用)

Incorrect DOS version(不正確的DOS版本)

Internal error(內(nèi)部錯誤)

out of data(數(shù)據(jù)不夠)

out of memory(超內(nèi)存)

out of paper(打印紙不夠)

overflow(溢出)

Path not found(路徑?jīng)]找到)

String too long(字符串過長)

Subscript out of range(下標(biāo)范圍不夠)

Syntax error(句法錯誤)

Too many files(文件過多)

Type mismatch(類型不匹配)

Access denied(存取被拒絕)

Backup file sequence error(后備文件順序錯誤)

Bad or missing command interpreter(非法的或缺少命令解釋程序)

Bad partition table(非法的區(qū)分表)

Bad unit(非法的裝置)

Batch file missing(批處理文件丟失)

Cannot execute FORMAT(不能執(zhí)行FORMAT)

Cannot find system files(找不到系統(tǒng)文件)

Cannot open overlay(不能打開覆蓋段)

2.TV of the Future

Where is television going from here?Television,the box itself and what it does,is changing greatly.While nobody is really sure what it’s going to look like,TV and the Internet are coming silently together.In the old days of broadcasting,people used to say that the real miracle(奇跡)of television was turning air into money.The television miracle of the future is interactive(相互影響的).

“The Internet is the most significant change in creating what becomes the next mass media that I think any of us will experience in our lifetime,”says Tom Frank,a network expert.Using unused lines in the TV spectrum(范圍),broadcasters are learning how to put brand-new interactivity into TV programs.There will be a little instrument that will indicate that interactivity is present and possible.Then,just will a standard remote control like this you would be able to press one button and say,start that interactivity.A menu would appear,similar to the one on a web site,that would let you interact with the program as it was being broadcast.If you are watching a cooking show,for example,you can print the recipe(烹飪法)or even pause the show and buy the ingredients.Many web sites do exist now where you can actually get your food shopping done for yourself and delivered to your house.So you can order the very ingredients for the dish you are watching the chef make on TV.And it will bring the right quantity of things directly to your house.

You could also interact with TV commercials.While you’re watching a commercial,you have the choice to buy the clothes the actors are wearing.Of course,the more you interact with this new sort of TV,the more you leave a digital record,and the more advertisers learn about your shopping habits.In fact,TV ads might be targeted at this special group of people who share a common interest.In the future,almost anything might be possible.Even news programs like World News Tonight could be improved.You could have the choice of changing camera angles.If you wanted,you could pause what a reporter is saying and go back to World News Tonight to watch the next story,or skip to the last story in the show,or perhaps go deeper into a topic and view an interview prepared for Nightline later on.In the near future,you’re expected to see television develop to become more like the Internet,meaning more choice,the ability to do the sorts of things you want to do at the moment you wish to do them.

Ⅳ.Teaching Time:Five periods

The First Period

Teaching Aims:

1.Improve the students’ listening ability.

2.Talk about some topics about inventions and practise supporting an opinion.

3.Learn and master some useful words and expressions.

Teaching Important Point:

Train the students’ listening and speaking abilities by talking about and listening to some materials.

Teaching Difficult Points:

1.How to help students to improve their listening ability.

2.How to help the students to learn to express and support an opinion.

Teaching Methods:

1.Discussion to make students talk about inventions.

2.Individual or pair work to make students practise their speaking ability.

3.Listening practice to improve the students’ listening ability.

Teaching Aids:

1.the multimedia

2.the blackboard

3.some cards

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Warming-up and Discussion

T:(Walk to one student.)How do you come to school every day,Wang Jing?

S:I come to school on foot every day.My home is quite near.It only takes me about ten minutes.

T:That’s quite convenient.You’re lucky.And,Li Fang,how about you?

S:I come to school by bike.It takes me about 15 minutes to get to our school.

T:You must be careful on your way to and from school.There must be many people on the road.Do you think it convenient?

S:Most of the time it is,but sometimes my bike has a flat tyre.I have to get it repaired and therefore I’ll be late for school.Once I even lost my bike.When I went to get it,it was gone.I had to take a taxi to go home and buy another bike.

T:I’m sorry to hear that.But suppose a new type of bike has been invented,what do you want it to be like?

S:I think the new type of bike can be folded up and carried about so that it will not be stolen.

T:Good idea.But this is not very convenient.It’s not easy for you to carry a bike around,is it?

S:No,it isn’t.What should it look like then?Please tell us.

T:OK.Let’s watch the short video.

(Play the video for explaining how an inflatable bicycle works.)

T:That’s the new type of bike.It’s a kind of inflatable bicycle.Who can tell us the advantages of it?

S:Let me have a try.We’ll not have to worry about having our bikes stolen again.Because we can let the air out and put the bike in bag.It’s very convenient to be carried around since it is not heavy.

T:Very good.I think I’ll buy one when it is on sale.We know that inventions can make our life easier and better.Today we’ll talk about some inventions.

(Stick the pictures of electric shoes,inflatable bicycle,edible chopsticks and nose-top computer on the blackboard and then mark one,two,three and four.)

① ②

③ ④

T:Look at these pictures,please.Do you know what they are?Li Jie,will you have a try?

S:I think the second invention is the inflatable bike that we’ve just talked about.In the third picture,the man is eating the chopsticks after his meal.I guess these chopsticks are edible ones.I’m not sure about the others.

T:Good.You’re right.The second one is the inflatable bicycle.(Bb:inflatable bicycle)and the third are edible chopsticks.(Bb:edible chopsticks)They’re delicious and environmentally friendly. We can save some trees and have a snack at the same time.They come in five different flavours. You will never need to wash chopsticks again.Isn’t this wonderful?

S:Yes,it’s great.But,Miss Guo,maybe we could invent edible plates,bowls,cups and so on.

T:Oh,you’re great!I’m sure you have got a wonderful idea.Maybe one day you can invent such things.Study hard and you’ll be an inventor in the future.Now,let’s look at the first picture.Who knows what it is?

S:I think it is a special kind of shoe which can make electricity.If we wear such shoes,we can see the road in dark places.We needn’t take a flashlight with us any more.

S:I don’t quite agree with you.Maybe this shoe can make you feel warm using the electricity it makes.

T:You both are very clever.This is called the electric shoe.(Bb:electric shoe)The heel of this shoe is a machine that makes electricity with every step you take.You will never need batteries again.But maybe you have better ideas about how to make use of the electricity it makes.If you like,you could have a try to make your own invention in your spare time.Now,let’s look at the fourth picture.Does anybody have an idea?

S:It looks like a computer which is fixed onto the man’s nose.And the keyboard is on his vest.I can’t believe it.

T:Yes,you’re quite right.This is called the nose-top computer.(Bb:nose-top computer)This new nose-top computer weighs less than a pair of glasses.It fits comfortably on your nose.When you want to type something you can use the keyboard vest.You will never have to carry a heavy laptop computer.These inventions are all wonderful.But which of them do you think would be useful?Please have a discussion in groups of four and tell us why you think so.

(Ss have their discussions in groups of four for about five minutes.Teacher may ask one group to act out their discussion or report their results.)

Sample dialogue:

A:I think the inflatable bicycle would be useful.Because it’s convenient to carry and we needn’t worry about having our bikes stolen.

B:That’s quite true,but I think the edible chopsticks are useful.Because it not only saves trees but also saves water.It is very important to save our natural resources and protect our earth.

C:You’re quite right,but I have a different opinion.I think the nose-top computer is useful.Because the computer is used more and more widely.It’s convenient to carry such a computer around when doing business.

…

Step Ⅲ Preparation for Listening

T:We know that when someone has invented something,usually he will go to a patent officer to apply for a patent.Now,let’s listen to two dialogues.In these two dialogues,Mr Dean and Mr Scoles both have invented something.They’re trying to get the patent for their inventions from the patent officer.Before we listen to the tape,go through the questions on Page 15 by yourselves,and see what we should do after listening.

Step Ⅳ Listening

T:(A few minutes later.)Are you ready?

Ss:Yes.

T:OK.Listen carefully and answer the questions first on your own and then check your answers with your partner.

(Play the tape twice for students to listen to and then answer the questions.Play it a third time for students to check their answers.Allow the students a few minutes to check their answers in pairs.At last,check the answers with the whole class.)

Step ⅤSpeaking

T:Well done.Now,you’ve known how to apply for a patent.Let’s play a game.Each of you will be given a role card.Work in groups of five:four inventors and one patent officer.Each inventor should explain how the invention works and why it is useful.The patent officers should ask questions and decide if each invention is a good idea or not.And I’ll show you some useful expressions to help you.

(Hand out the role cards and show the useful expressions on the multimedia.)

Useful Expressions:

This invention can help people…

What does it look like?

What’s it made of?

This is a new way of…

How does it work?

How would people use it?

This new invention will make it possible for people to…

(Students work in groups of five and have a discussion for about five minutes.Then the teacher may ask some groups to act out their discussion.)

Sample dialogue:

(A-Inventor A;B-Inventor B;C-Inventor C;D-Inventor D;P-Patent officer)

P:Now,please explain how your inventions work and why they are useful.Your invention is a car that uses water instead of petrol,isn’t it?

A:Yes,that’s right.

P:What does it look like?

A:It looks like an ordinary car.Here’s the picture.Please have a look.

P:Oh,it looks beautiful.What’s it made of?

A:It’s made of a new kind of alloy,which is much lighter.

P:Does it cost more?

A:A little bit.But it can save much more energy,so lots of money is saved.Besides,there is something even more important.It is good for our environment.It doesn’t pollute the air.

P:Sounds great.Thank you.And what’s your invention,sir?

B:My invention is a flying bicycle.

P:A flying bicycle?How would people use it?

B:People can ride it on the road and when there are too many bicycles,people can fly it.Just push one button on the handle,the bicycle will fly.

P:How does it work?

B:It works like a small plane.It has a special engine.

P:This is a new way to improve our traffic condition.Thank you.(To C)Would you please explain your new invention to me?

C:My invention is a machine that makes it possible for people to know the future.

P:How would people use it?

C:People just input their date of birth,hobbies,dislikes and anything about themselves,and then press the button,wait for a moment,and they will see the result on the screen.

P:That’s interesting.Thank you.(To D)What’s your invention,please?

D:It’s a pen that can automatically translate what you write into a foreign language.

P:Good.It can help people communicate freely with foreign friends.People needn’t study foreign languages hard any more.But,maybe it will make it more difficult for people to communicate orally.They will have to write down what they want to say.This is not convenient. For the flying bicycle,what if there was something wrong with it when it was flying in the air?I think it would be rather dangerous for the people walking on the ground.Maybe the bike would fall onto them and cause an accident.Of course the rider would be in danger,too.For the machine that makes people know the future,I don’t think it’s a good idea for us to know our future too early.I think the most useful invention is the car that uses water instead of petrol.So I will give the inventor of this new car a patent.

A:Thank you,sir.

Step Ⅵ Summary and Homework

T:Today we’ve learnt how to express and support an opinion.And we’ve learnt how to apply for a patent when you have made an invention.Many of you have wonderful ideas about new inventions.Study hard now and I believe you’ll make your own inventions in the future.In the next period,we’ll read about how to be creative and how to be an inventor.It’ll be very useful for you.Preview the reading part carefully after class,please.OK.That’s all for today.See you tomorrow!

Ss:See you tomorrow!

Step Ⅶ The Design of the Writing on the Blackboard

The second period

Ⅰ Teaching Aims:

Learn and master some new and important language points;

Improve the Ss’ reading ability by reading and comprehending the text;

Get the Ss to learn how to be creative.

Ⅱ Teaching Focuses:

The main idea of the text.

Finish all the reading comprehension exercises.

The four thinking strategies.

Ⅲ Teaching Methods:

Question-and-answer activity. Some games.

Group work, pair work or individual work to make every student work in class.

Ⅳ Teaching Aids:

1．A multi-media computer 2．A tape recorder and a tape.

Ⅴ Teaching Procedures:

Step 1 Lead - in

Show a picture of a bulb to the students. Ask: Who invented it?

Then show the portrait of Edison to the students. Ask: Do you know anything about his childhood? If they don’t, tell them sth. about his schooling, and then say: People are not born creative, and you don’t have to be very intelligent to be an inventor. We can learn to be creative. Today we’ll learn how to be creative.

Step 2 Pre-reading

Scan the title and the four sub-titles, and guess what’s the text about?

A. how to become a great thinker

B. how to improve your IQ

C. how to become more creative

Step 3 Fast-reading

1.What’s creative thinking?

It is one of skills and habits.

2.How do people come up with ideas for new inventions? In how many ways?

By good thinking strategies.

Step 4 Careful-reading

T: well, now let’s read the text carefully by listening to and reading after the tape one paragragh after another. You are required to finish off all the comprehension tasks for each part.

Part 1: general idea.

Part 2: What is to “think outside the box”?

To think outside the box is to try new ways to solve a problem.

To rephrase a problem to allow for creative solutions and also try “impossible” or “crazy”solutions.

To make a conscious effort to break away from old thought patterns.

Game 1: How do you connect all the dots with only four straight lines?

Game 2:

Mike’s father is a policeman. Why did Mike recognize him among his workmates though they were all in uniform?

Who never goes to see a doctor,even when he is ill ?

It is leaking( 漏水 ) everywhere in the office on a rainy day, why nobody has got wet?

The plane crashed, but there were nobody injured. Why?

Why a river richer than a bank?

Part 3: Take another look at it

a change in perception

to look at a problem in as many way as possible

Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities.

Game 3:

Can you only see a pot? Pay attention to the dark!

Two faces!

Part 4: Make connections

try to combine new and old ideas in as many different ways as possible

try to make connections that may seem strange at first

think of new applications and solutions

Part 5: Keep trying

develop new ideas even when they were tired or did not feel inspired

For each new invention that works, there are at least ten that do not.

Step 5 Post-reading

1. Match the examples with the right titles:

Example 1: think outside the box.

Examples 2&3: keep trying

Example 4: take another look at it.

Example5: make connections.

2. T or F exercises.

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.

3.Reading comprehension.

1) We can get the conclusion from the fifth paragraph that ____ A. to be clever can lead to success B. he who laughs last laughs best

C. failure is the mother of success D. never too old to learn

2). The sentence “ good ideas are no accident” means the following except that ____

A. Good ideas never come by chance. B. The accident is not caused by good ideas.

C. To be successful needs many trials and errors.

D. Failures can also help us move towards a better solution.

3). Another proper title for the text is probably ____

A.Creativity B.Great thinkers C. How to solve problems D. Connection

Step 6 Discussion (Groupwork):

1. How do you understand the title of the passage?

If we want to be creative, we should follow these rules---think outside the box, take another look at it, make connections and keep trying. These rules also work when we solve a problem .

2. What other rules should you have if we want to be creative?

3. Of all the rules discussed above, which one do you think is the most important? Why?

Step 7: Homework

P 61 Exx 1 & 2.P 131 Exx 1, 2&3.

Ⅵ Bb writing

On slides. No writing on the Bb

The Third Period

Teaching Aims:

1.Review the useful expressions learnt in this unit.

2.Learn the derivatives of some words.

3.Review the Attributive Clause.

Teaching Important Points:

1.The useful expressions learnt in this unit.

2.Review the Attributive Clause.

Teaching Difficult Point:

How to help students master the Attributive Clause.

Teaching Methods:

1.Review method to consolidate the useful expressions learnt in the last two periods.

2.Practise to help students master the derivatives of some words.

3.Different kinds of practice to help students master the Attributive Clause.

4.Pair work and individual work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

3.some pictures and cards

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Grammar

T:Today we’ll play a game first.(Stick some pictures of famous people on the blackboard.Cf:The Design of the Writing on the Blackboard.)Look at the blackboard,please.These are pictures of some famous people.Do you know them?Maybe you’re familiar with some of them,but maybe others are strange to you.Don’t worry.I’ll give you some cards.There’s one sentence on each card.The sentence describes a famous person.Guess the name of the person first and then match the card with the picture.Do you understand?

Ss:Yes.

(Teacher hands out some cards on which are the sentences in Word puzzle.)

T:Now,please have a short discussion to find out who the person is and then match the card with the picture.When you find out the answer,please come to the blackboard,stick the card and write the name below the picture.

(Students prepare for a moment and then they begin to match the cards with the pictures.)

T:Have they matched the cards with the pictures correctly and got the correct names?

Ss:Yes.

(If there’re any mistakes,teacher may ask some students to correct them.)

T:OK.Now,fill in the word puzzle using the names of the people that you’ve just found out.

(Stick on the blackboard a piece of paper with the word puzzle on it.)

(A moment later,ask several students to write down their answers.Cf:The Design of the Writing on the Blackboard.)

T:Do you agree with them?

Ss:Yes,they’re quite right.

T:Good.These people are all famous people.Look at the sentences on the cards.What do you find?

S:I find that there is an Attributive Clause in each sentence,restrictive or non-restrictive.

T:Yes,you’re a careful girl.This game is also for you to review the Attributive Clause.Read these sentences again and find out the Attributive Clause in each sentence.

(A moment later,ask some students to say their answers.)

Suggested answers:

Across:

1.…,whose name is always linked with his cartoon characters,such as Mickey Mouse and Donald Duck.

2.…,who was born in Germany but spent his last years in the USA.

3.…,among whose big inventions are electric lighting and the motion picture camera.

4.…,whose many great films were City Lights and Modern Times.

5.…,who died in a plane crash in 1997.

6.…,whose famous songs include Blowing In The Wind.

7.…,who discovered the Law of Gravity.

Down:

1.…,who lived in China before the Liberation.

2.…,who fought for the freedom of slaves in the USA.

3.…,who was Adam’s wife.

4.…,whose ideas about the future have often become reality,…

5.…,who later bravely fought against the British invasion and saved her country and people.

T:We’ve learnt a lot about the Attributive Clause before.We know that it is a very important grammar item,so let’s do some more exercises to consolidate it.Turn to Page 61,and finish Exercise 2 in Grammar part.

(Allow the students a few minutes to finish it and then check the answers.)

Suggested answers:

1.The wires with which the machines were connected were very old.

2.Leonardo da Vinci,who was interested in both literature and science,painted the famous“Smiling Mona Lisa”.

3.The pilot with whom we had dinner told us stories about his travels.

4.The four ancient Chinese inventions,which we are proud of,have remained important in human history for thousands of years.

5.Mozart,whose music is well liked by people all over the world,showed his talent in music at a very young age.

6.The photos are kept in that cupboard in which/where we found our parents’ old photos.

7.The country from which this news report is coming is on the other side of the world.

8.One of the first inventions of human beings was the wheel,which we don’t know who first invented.

T:In this unit,we have learnt a lot about new inventions and famous inventors.Now,let’s do an exercise using what we’ve learnt in this unit to review the Attributive Clause.Turn to Page 61 and finish Exercise 1 in Grammar part,please.Finish them first by yourselves and then you may discuss your answers in pairs.

(A few minutes later,ask some students to read out their answers.Students may have various answers.)

Suggested answers:

1.…can be used at home or in an office.

2.…it is not convenient to use a desktop computer.

3.…businesses are busy.

4.…you can obtain a patent for your invention.

5.…we need something more useful or more convenient to satisfy the needs of people.

6.…invents things.

7.…are both delicious and environmentally friendly./can be eaten.

Step Ⅲ Word Study

T:As you know,there are a lot of useful expressions in this unit.Let’s do some exercises to review them.

(Show the following on the multimedia and allow the students a couple of minutes to finish it.)

Fill in the blanks with correct prepositions.

1.I’m tired__________washing clothes by hand.I’ll buy a washing machine tomorrow.

2.You’ve got to break away__________old thought patterns in order to develop creative thinking.

3.She was telling us about her sick mother when she suddenly broke__________tears.

4.The students like physics classes because the way their teacher teaches allows__________creativity.

5.I don’t want to keep the hen any more;I’ll exchange it__________twenty eggs.

6.During a test,it’s always wise to move on when you get stuck__________a difficult problem and come back to it later.

(A moment later,ask some students to say their answers and then check them with the whole class.Give some explanations when necessary.)

Suggested answers:

1.of(be tired of doing sth.)

2.from(break away from…)

3.into(break into tears/a house)

4.for(allow for…)

5.for(exchange A for B)

6.by(get stuck by…)

T:Well done!After class you should read these sentences more to master the use of the phrases in them.Now,let’s do another practice.

(Show the following on the multimedia.)

Change the form of the following words.

trial→__________(v.)

application→__________(v.)

produce→__________(adj.)

fail→__________(n.)

involvement→__________(v.)

eraser→__________(v.)

inspiration→__________(v.)

possible→__________(n.)

deep→__________(v.)

awareness→__________(adj.)

Suggested answers:

trial→try(v.)

application→apply(v.)

produce→productive(adj.)

fail→failure(n.)

involvement→involve(v.)

eraser→erase(v.)

inspiration→inspire(v.)

possible→possibility(n.)

deep→deepen(v.)

awareness→aware(adj.)

StepⅣ Summary and Homework

T:Today we’ve reviewed some useful expressions and words we learnt before.Also we’ve done some practice to review the Attributive Clause.After class,you should do more practice to master them better.Besides,try to solve the riddles in Part 14 on Page 62.That’s all for today.See you tomorrow!

Ss:See you tomorrow!

Step Ⅴ The Design of the Writing on the Blackboard

Unit 18 Inventions

The Third Period

Walt Disney Albert Einstein

Abraham Lincoln Newton

John Denver Charlie Chaplin

Word puzzle:

The Fourth Period

Teaching Aims:

1.Learn a reading passage to improve the students’ reading ability.

2.Do some writing practice to improve the students’ writing ability.

3.Learn some useful words and expressions.

Teaching Important Points:

1.Improve the students’ integrating skills.

2.Review the Attributive Clause.

Teaching Difficult Point:

How to improve the students’ integrating skills.

Teaching Methods:

1.Reading and understanding to improve the students’ reading ability.

2.Writing practice to improve the students’ writing ability.

3.Individual or pair work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step ⅡLead-in and Reading

T:How many of you have a computer at home?Please put up your hands.

(Some students put up their hands.)

Good.Most of you have a computer.What do you do with your computer?

S:I search for information on the Internet.And sometimes I play games with it.

T:Does anybody do anything else with it?

S:I sometimes draw pictures or type something.

S:For me,I sometimes send e-mails to my friends.

S:I listen to the music.

S:I watch football matches.

…

T:Do you think the computer is really useful to you?

S:Not exactly.I can also do these things without a computer.I can go to a library to look for the information that I need.But it’s much quicker and more convenient if I use a computer.

S:I can listen to the music on a tape recorder.

S:I can watch football matches on TV.

…

T:You’re quite right.New technology is often used in old ways.Now,please have a discussion in groups of four to complete the chart shown on the screen.

(Show the following on the screen and give the students a moment to have a discussion.)

Technology Usage

Computer Used as a typewriter

--------

--------

The Internet Used as a library

--------

--------

------ --------

--------

--------

(After a few minutes,ask several students to say their answers.Students may have various answers.)

Suggested answers:

Technology Usage

Computer Used as:

a typewriter

a projector

a video game player

a drawing board

The Internet Used as:

a library

a TV

a telephone

a radio

Used to:

send e-mails

read news from home and abroad

Cellphone Used as:

a telephone

a telephone directory

a video game player

a watch/calendar

an alarm clock

Used to:

send information to others

T:Well done!Now,let’s read the passage about new technology carefully.Try to find out the answers to the two questions on the screen.After you finish,you may have a discussion in pairs.

(The following questions are shown on the screen.)

1.Why are scientific metaphors like “memory”and“cut and paste” useful?How may they limit our thinking?

2.Think of more words we use to talk about computers and Internet.How well do they describe the things or actions they are used for?Are there other words we could use that might be better?

(A moment later,check the answers with the whole class.Students may have various answers to the second question.)

Suggested answers:

1.They make it easier for us to understand and use a new tool.They may make it more difficult for us to use the new invention in the best way.

2.Words like:copy,file,delete,lock,enter,return,store

Step Ⅲ Explanation

T:Now,I think you’ve understood the passage well.Please look at the screen.I’ll explain some expressions that you must master.Please listen carefully.

(The multimedia shows the following.)

Language Points:

1.sb. be said to be…

e.g.He is said to be a good basketball player when he was young.

2.A be similar to B

e.g.His new bike is similar to mine.

3.be different from

e.g.Our life is different from what it was ten years ago.

4.now that

e.g.Now that you’ve grown up,you must stop this childish behaviour.

(Explain the notes to students and write the following on the blackboard:sb. be said to be;A be similar to B;be different from;now that.)

Step Ⅳ Listening and Reading Aloud

T:Now,let’s listen to the tape carefully.You can read after it when I play it the second time.Pay more attention to your stress.Are you ready?

Ss:Yes.

T:OK.Let’s begin.

(Play the tape twice for students to listen and repeat.After listening to the tape,students are allowed to read the passage aloud for a while.At last,ask some of them to read the text.One student,one paragraph.)

Step ⅤWriting

T:Just now,we’ve talked about computers.Most of you have a desktop computer at home.(Stick a picture of a desktop computer on the blackboard.)And as you can see,I’m using a laptop computer.(Stick a picture of laptop computer on the blackboard.)These are the most popular computers that we can find.But have you heard that a new type of computer-the palmtop computer,has been invented?

Ss:No.

T:It doesn’t matter.(Stick a picture of a palmtop computer on the blackboard.)Look at the picture.This is a palmtop computer.We know from the picture that a palmtop computer is a kind of computer that we can put on our palm.It’s very small,light and convenient to carry about.Do you like it?

Ss:Yes,I wish I could have one.

T:Certainly you’ll have one someday in the future.From these three pictures we know that computers are getting smaller and smaller.They’re becoming more and more convenient to be carried about.Can you guess what the first computer was like?

S:I guess it must have been a very big one.

T:You’re quite right.(Stick the picture of the Eniac on the blackboard.)Look,this is the first computer.It is as big as a house.Maybe you can’t imagine how big it is.But it doesn’t matter.What we need to know is that computers are becoming smaller and smaller,lighter and lighter.What do you think they will look like in the future and how we will use them?Who’d like to tell us your opinion?

S:Let me try.I think computers may look like a watch or a cellphone in the future.They will become even smaller.We can use them to watch TV,read books,search for information,chat with our friends,check the date and the time,and send information to others.

T:Very good.Now,imagine that you had to describe a computer to someone who lived in the 19th century.How would you explain it?What would you compare it to?You may have a short discussion in groups of three and then write a short description.

(Allow the students a few minutes to discuss and write their compositions.If time limits,allow the students to finish their writing after class.)

Sample description:

Have you seen a computer?Let me tell you something about it.A computer is an electric calculating machine that can store and recall information and make calculations at very high speed.It is a wonderful machine and can do most of the things people can do,but it can work millions of times faster.The first large,modern computer was built in 1946,and people needed a large house to put it in.In the last few years there have been great changes in computers.Today they can be used in many fields.People even use it to pay their bills or order what they want.It is said that in the future computers would arrange everything for people,and do almost all kinds of work.That would be a real computer society!

Step ⅥSummary and Homework

T:Today we’ve read a passage about the scientific metaphors.We’ve talked more about new technology too.In this unit we also learnt how to become more creative by practising good thinking strategies.They can be used to study English,too.Read the tips on Page 64 carefully and try the ideas in future.They’re helpful for your study of English.Besides,we’ve reviewed the Attributive Clause.After class,you should do more practice by yourselves to master it better.Finally,have a discussion with your partner to find the answers to the two questions in Checkpoint 18 on Page 64.I’ll check your answers tomorrow.OK.That’s all for today.

…

Suggested answers:

1.Rephrase,impossible,crazy,break away from,explore,combine,trial,…

2.Convenient,environmentally,friendly,automatically,…

Step Ⅶ The Design of the Writing on the Blackboard

Unit 18 Inventions

The Fourth Period

Language Points:

sb. be said to be…

be different from

A be similar to B

now that

Computers:

The Fifth Period

The Attributive Clause

Teaching Aims:

1.Revise the Attributive Clause,including the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

2.Revise the use of relative pronouns and relative adverbs.

3.Expand the knowledge of the Attributive Clause.

Teaching Important Point:

The usage of the relative pronouns and adverbs.

Teaching Difficult Point:

Help the students to master the way of choosing a relative pronoun or a relative adverb correctly.

Teaching Methods:

review,explanation,inductive methods

Teaching Aids:

1.the blackboard

2.the multimedia

Teaching Procedures:

Step ⅠGreetings

Greet the whole class as usual.

Step Ⅱ Revision and Lead-in

(Teacher checks the homework exercises first and then shows the following on the screen.)

1.He is a famous scientist.

2.Who’s that girl in red?

3.I’ve read all the books that you lent me.

4.I have lost my pen,which I like very much.

T:That’s all for the homework.Now please look at the sentences on the screen.Pay special attention to the underlined parts.Is there anything in common between them?

Ss:Yes.They all identify the nouns,which are used with them.Each part tells us which thing or person the speaker is talking about.

T:That is to say,the function of each underlined part is the same.Each of them is used as an attribute to describe each noun.Well,are there any differences between them?

S1:Yes.In the first sentence,the attribute is an adjective and put before the noun;the second is a prepositional phrase put after the noun;the third and fourth sentences are full sentences put after the nouns.

T:You are right,what do we call the sentences put after the noun?

Ss:The Attributive Clause.

T:Quite right.In a complex sentence,the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause.The noun or pronoun is called Antecedent.The word that/which introduces the clause(between the noun/pronoun and the clause)is called Relative Pronoun or Relative Adverb.The relative pronouns or adverbs do two jobs at once.They can be used as subjects,objects,attributes or adverbials in the clause;at the same time,they join clauses together.About the use of them,we’ll have particular revision after a while.Now look at the sentences on the screen.

(Teacher shows the following on the screen.)

Complete the sentences with suitable relatives.

1.I know the reason__________he came late.

2.Do you know the woman,__________son went to college last year?

3.The house__________colour is red is John’s.

4.This is the best film__________I’ve ever seen.

5.That is the town__________he worked in 1987.

T:Who’d like to tell me what should be filled in the first sentence?

S2:I think“why”should be filled.Because the antecedent is“the reason”and the relative is used as the adverbial of reason in the Attributive Clause.

T:Yes.How about the second sentence?

(Teacher goes to another student and asks her/him to answer.)

S3:I fill“whose”here.Because the antecedent is “the woman”and the relative is used as the attribute in the Attributive Clause.

T:Right.Sit down,please.Now let’s look at the third sentence.

Suggested answers:

3.whose 4.that 5.where

Step Ⅲ Summarizethe Use of the Non-restrictive Attributive Clause

T:The Non-restrictive Attributive Clause is a clause which gives extra information to the antecedent.So we use a comma to interrupt the sentence.When the Non-restrictive Attributive Clause is cut off,the sentence still has a full meaning.Now look at the sentences on the screen.

(Show the following on the screen.)

1.I have two brothers,who are both soldiers.

2.Next week,which you’ll spend in your hometown,is coming.

3.I’ve tried two pairs of shoes,neither of which fits me well.

T:Pay attention to the underlined parts.There are commas to interrupt the sentences and “that”can not be used in the Non-restrictive Attributive Clause.You should pay more attention to the structure“Indefinite Pronoun/Numbers/Noun/Superlative+of which/whom”is often used in the Non-restrictive Attributive Clause.

Step Ⅳ The Usage of the Relative Pronouns and the Relative Adverbs

T:As we know,relative pronouns or adverbs paly important parts in the Attributive Clause.Now let’s make a list of them on the blackboard first and then revise their usage with the help of the forms on the screen.

(Bb:the relative pronouns:who,whom,that,whose,which;the relative adverbs: when, where, why)

(Teacher collects them first and then shows the following.)

Form 1:

the relative pronouns referring to function in the clause

who people subject/object

whom people object

that people/thing subject/object

which thing subject/object

whose people/thing(of whom/which) attribute

Form 2:

the relative adverb referring to function in the clause

when(=at/in/on which) time adverbial of time

where(=in/at which) place adverbial of place

why(=for which) reason adverbial of reason

(Teacher explains the two forms separately and adds the following with examples on the screen.)

T:1.When a relative pronoun is used as a subject in the clause,the verb must agree with the antecedent in person and number.

e.g.1.Those who want to go to the cinema must be at the school gate by 3:30 p.m.

He who doesn’t reach the Great wall is not a true man.

2.When the antecedent is the structure of “one of +n.(pl.)”,the verb in the clause must be plural,agrees with the plural form.However,if there is “the”or“only”before“one”,the verb in the clause must be singular,agrees with the word“one”.

e.g.2.She is the only one of the girls who has been to Beijing.

He is one of the boys who have seen the film.

3.When the antecedent is a noun for time or place “when”or“where”is not always used to introduce the clause.It depends on the function of the relative word in the clause.

e.g.3.The time when/that I went to Tokyo is in 1982.

I’ll never forget the time which/that I spent at college.

The shop which I bought is big.

The shop where/in which I bought the book is big.

Step Ⅴ The Difference Between “that”and “which”

T:As we know,both“that”and “which”can be used for things,but,the use of them are not always the same.Let’s look at the sentences on the screen.

(Show the following on the screen.)

1.This is the second article that I have written in English.

2.It is the best film that he has ever seen.

3.This is the very book that I want to read.

4. All that they told me surprised me.

5.They talked about the teachers and schools that they had visited.

6. Who is the comrade that was there?

7.There is a bed in the room that is still vacant.

8.Our village is no longer the place that it used to be.

T:From the sentences on the screen,we can make a summary of the use of“that” and “which”.Look at the screen again.

(Show the following on the screen.)

1.In following cases,“that”is often used.

(1)After ordinal number and superlatives.

(2)After the following words:all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing),no(thing).

(3)After two or more antecedents,referring to both people and things.

(4)After interrogative pronouns“which”or “who”.

(5)When the relative pronoun is used as a predictive in the clause.

(6)When the main clause begins with “There be”.

2.In following cases,“which”is always used.

(1)After prepositions.

(2)To introduce a Non-restrictive Attributive Clause.

(3)The whole main sentence is the “antecedant”of the relative clause,and there is always a comma.

Step Ⅵ Practice

T:Now let’s do some exercises.Look at the screen.Fill in the blanks,choosing proper relative pronouns or relative adverbs.

(Show the following on the screen.)

1.Tell me the reason for__________you were late for class.

2.Who is the girl__________is speaking there?

3.This is Mr Smith,__________has some thing interesting to tell you.

4.The computer__________CPU doesn’t work has to be repaired.

5.This kind of computer,__________is well-known,is out of date.

6.This is just the place__________I’ve been longing to visit for years.

7.His mother is an engineer,__________makes him very proud.

8.The old man has four sons,three of__________are doctors.

Suggested answers:

1.which 2.that 3.who 4.whose

5.which 6.that 7.which 8.whom

Step Ⅶ Test

T:Now.Let’s have a test.Look at the screen.Do this exercise by yourself.A few minutes later.I’ll give you the answers.

(Show the following on the screen.)

1.I don’t like the way__________he talked to his mother.

A.as B.that

C.which D.by which

2.In the dark street,there wasn’t a single person__________she could turn for help.

A.that B.who

C.from whom D.to whom

3.The weather turned out to be very good,__________was more than we could expected.

A.what B.which

C.that D.it

4.All__________is needed is a supply of oil.

A.the thing B.that

C.what D.which

5.He paid the boy $10 for washing the windows,most of__________hasn’t been cleaned at least a year.

A.these B.those

C.that D.which

6.She spoke about the books and writers__________she remembered.

A.that B.who

C.which D.whom

7.The clever boy made a hole in the wall,__________he could see what was going on inside the house.

A.in which B.through which

C.at which D.on which

Suggested answers:

1.B 2.D 3.B 4.B 5.D 6.A 7.B

Step Ⅷ Homework

Review the Attributive Clause

Step Ⅸ The Design of the Writing on the Blackboard

Unit 18 Inventions

The Fifth Period

The Attributive Clause

Ⅰ.The differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause

Ⅱ.The use of the relative words:

1.relative pronouns:who,whom,whose,that,which

2.relative adverbs:where,when,why

Ⅲ.The differences between“that”and “which”