俗话说，居安思危，思则有备，有备无患。高中教师要准备好教案，这是老师职责的一部分。教案可以让学生们能够更好的找到学习的乐趣，帮助高中教师提高自己的教学质量。您知道高中教案应该要怎么下笔吗？小编为此仔细地整理了以下内容《高二英语Unit18Inventions知识点总复习教案》，欢迎您阅读和收藏，并分享给身边的朋友！

高二英语Unit18Inventions知识点总复习教案
SectionII阅读
6.Howdotheycomeupwithideasfornewinventions?他们怎么提出新发明的想法的?(p.59.Pre-Reading3)/(p.59Reading第一段第二行)比较：解释3
▲comeupwith意为“提出”“想出”。如：①Theteacheraskedadifficultquestion，butfinallyTomcameupwithagoodanswer.老师提出了一个难题，但汤姆最后想出了一个好答案。②Themagazinerecentlycameupwithsomeadviceonsmoking.那本杂志最近就吸烟问题提出了一些忠告。③Ihopeyoucancomeupwithabetterplanthanthis.我希望你能想出一个比这个更好些的计划来。④Scientistswillhavetocomeupwithnewmethodsofincreasingtheworldsfoodsupply.科学家们必须找出增加全世界食品供应的新方法。⑤Youhavenochoicebuttocomeupwiththe￡18000.你别无选择，必须拿出那一万八千英镑来。
comeup也有“被提出来”之意，但主语一般是表示问题、建议、计划等的名词。如：①Theprogramcameupforfinaldecision.这一计划被提出来以便作最后决定。②Theseproblemswillcomeupfordiscussionatthemeeting.这些问题会在会议中提出来讨论。③Wesolvedproblemsassoonastheycameup.问题一出现我们就解决。
comeupwith还有“赶上”之意。如：①Letshurryupsothatwemaycomeupwiththem.咱们快些走，好赶上他们。②Weshallhavetoworkhardtocomeupwiththeotherteam.我们得努力干才能赶上另一队的进度。③Icameupwithherasshewasroundingthecorner.她在拐弯时，我追上了她。
comeupwith可引申为“拿出”“提供(一笔钱)”之意。如：①Therichmancameupwithalargesunofmoneytothosepoorstudentswhocantaffordtheirtuition.那个有钱人拿出一大笔钱来给那些因贫困而交不起学费的学生。
7.Throughouthistory,greatthinkershaveusedtheircreativityandimaginationtochangetheworld.纵观历史，为大的思想家们用他们的创造力和想象力改变了世界(p.59Reading第一段第一行)▲throughout
(1)prep.遍及Wehavefriendsthroughouttheworld.我们的朋友遍天下。Schoolswereopenedthroughoutthecountry.全国中小学都开学了。
(2)prep.在整个(一段时期)Throughoutthesummerandautumnhecontinuedtogototheofficework.整个夏秋季节他都连续在办公室上班。
(3)adv.整个地，全部地Thetimberwasrottenthroughout.这块木料已经整个儿地腐烂了。
(4)adv.一直地，从头到尾Pricesremainstablethroughout.物价始终保持稳定。Thehouseispaintedthroughout.这所房子全部油漆一新。
8.Howdotheycomeupwithideasfornewinventions?他们那些新发明的思想是怎么来的呢?(p.59Reading第一段第二行)▲comeupwith
(1)赶上Weshallhavetoworkhardtocomeupwiththem.我们要努力工作，赶上他们。
(2)提出，提供Ihopeyoucancomeupwithabetterplanthanthis.我希望你们能提出比这个更好的计划。
拓展：comeup走近，长出;comeupagainst遭到……;comeupto达到，符合;comeoutwith发表，出版
9.Thinkerswhohavechangedtheworlddonotseemtohavemuchincommon.改变了世界的思想家们似乎并没有很多共同之处。(p.59.第一段第三行)
▲incommon意为“共用”“共有”“共同”，后接介词with时，意为“和…一样”。如：①Theswimmingpoolisusedincommonbyallthechildreninthetown.这个游泳池供镇上的孩子共同使用。②Theyhavenothingincommonwithoneanother.他们相互之间没有共同点。③Incommonwithmanypeople,heprefersclassicmusictopop.和很多人一样，他喜欢古典音乐，不喜欢流行音乐。④Hebelieved，incommonwiththemajority,thatitwastree.他与大多数人一样，认为这是真的。⑤IncommonwithmostItalianlakes,accesstotheshoresofOrtaisrestr-icted.和大多数的意大利湖一样，进入奥塔湖滨受到限制。⑥Tomysurprise,IfoundIhadalotincommonwiththisstranger.令我惊讶的是，我发现我与那陌生人有很多相似之处。⑦Hehadlittleincommonwithhislittlesister.他与他的小妹妹没有多少共同之处。⑧Theirmethodshavealotincommon.他们的方法有很多相似之处。
注意outofthecommon意思是“异乎寻常的”“不平常的”。如：Itissomethingoutofthecommon.这是异乎寻常的东西。
10.Itseemsthatcreativethinking,…,isamatterofhabits.人们似乎觉得创造性是关于习惯的问题。(p.59Reading第一段倒数第二行)比较：U.17p.51Thebestwaytohelpisoftensimplyamatterofopeningdoorsandofferingguidance.帮助残疾人的最好办法就是开门提供引导的问题。▲amatterof(关于)……的问题
(1)amatterof……的问题，matter意为“事情”“问题”。Thisisamatterofprinciple.这是一个原则性问题。Itsnotamatteroflaughing.这可不是开玩笑的事情。
(2)thematter麻烦事Whatsthematterwithyou?Whyareyoucrying?发生了什么事，干吗哭呢?
拓展：amatterofopinion看法不同的问题；amatteroflifeanddeath生死攸关的事情；asamatteroffact事实上，其实；nomatterwhat(how，when，where，who…)；无论什么(怎样，何时，哪里，谁……)；forthatmatter(forthematterofthat)就此而言；Whatsthematterwith...?……怎么了?/……出了什么毛病?；inthematterof...就……而论；Itdoesntmatter.没关系
11.Knowledgeandlearningareimportantifwewanttobesuccessful,…假如我们想要成功，知识和学习都是很重要的…(p.59Reading第二段第一行)▲knowledge
(1)n.知识，认识Knowledgeispower，知识就是力量。
(2)n.知道，了解Hehasnoknowledgeoflifeinthesmallvillage.他对那个小村子的生活不了解。ShehasagoodknowledgeofLondon.她对伦敦十分熟悉。Ihavenoknowledgeofhisarrival.我不知道他来了。
辨析：knowledge与learning
knowledge泛指一个人通过观察、调查、学习研究而获得的事实或真知灼见，它不仅包含通过正规教育获得的知识，而且包括日常生活中的阅历。
learning常指“通过长期的、细致的学习而获得系统的知识，这种知识往往不是肤浅的，而广博的、深奥的”。该词也可指全部学识和智慧的总和，或者科学知识，但更多用于语言、文学、历史、法律等人文学科。Thisdustyknowledgeneedsbrushingupafterthepassageofyears.多年以后，这种原先学过的知识需温习一下。TheyhavenodirectknowledgeofconditionsintheEast.他们对东方的情况缺乏直接了解。Heisamanoflearning.他是个学问渊博的人。
12.…whatwehavelearntmayalsolimitourthinking.我们已经学到手的东西也可能限制我们的思维。(p.59Reading第二段第二行)▲limit
(1)vt.限制Wemustlimitourspending.我们必须限制开销。Shelimitedherconversationtotenminutes.她将说话时间限制为10分钟。
(2)n.限制、限度、极限Shehasreachedthelimitofherpatience.她的耐性已经达到了极限。Thereisalimittooneslife,butnolimittoservingthepeople.人的生命是有限的，但为人民服务是无限的。
拓展：tothelimit到顶点；limitedcompany有限公司；alimitednumberof...有限的几个；belimitedin...在……方面受限；withinlimits在一定范围内；withoutlimit无限地
联想：limitvt.限制limitedadj.有限的；limitationn.限制，局限性；limitless无限制的
13.Inventorsoftenrephraseaproblemtoallowforcreativesolutionsand…发明家常常会换一种说法来表述一个问题…(p.59Reading第二段第三行)
*▲allowfor顾及，考虑到，体谅：Wemustallowforhisyouth.我们必须体谅他年轻。Heallowedforhergreatageandwasverypatient.他考虑到她年纪大因而很耐心。
拓展：allowof允许……；allowsb.todosth.允许某人做某事：Suchconductallowsofnoexcuse.这种行为不得宽怒。Theyallowedmetoenter.他们准许我进入。
辨析:allow与allowfor
▲allow意为“允许”“准许”。如：①Smokingisnotallowedinpublicplaces.公共场所不允许抽烟。②Thegovernmentservantsarentallowedtoacceptrewards.公务员不得接受酬谢。③Thechildrenaletooyoungtobeallowedoutatnight.孩子们太小，夜间不能让他们出去。
▲allowfor意思是“估计到”“把……考虑在内”。如：①Whenhemadetheplan,hefailedtoallowfortheunexpected.他作计划时没有把意外情况考虑进去。②Hemissedthetargetbecausethewindhadntbeenallowedfor.因为没有考虑到风的影响，他没有击中目标。③Youcantmakeitinanhour,youmustallowfortrafficdelays.你一个小时到不了，你必须考虑到在路上会遇到耽搁。④Wemustallowforhislackofexperience.我们必须考虑到他缺乏经验这一点。⑤Allowingforexceptions,therulemaystand.在允许有例外的情况下，这条规则还是可以成立的。)
14.Ifwelookonlyforthecorrectanswerandrejectideasthatdonotprovideacompleteanswer,wemaygetstuck.如果我们只找正确答案，拒绝那些不能给我们完整答案的想法，那么我们就可能被框住。(p.59Reading第二段第四行)▲reject
(1)vt.拒绝；抵制；指不肯承认，采用、相信或服从，不肯接受。Theyhadrejectedourrequestcontemptuously.他们轻蔑地拒绝了我们的请求。Severalpublishersrejectedthemanuscript.几家出版商都拒绝了这份手稿。
(2)vt.抛弃；丢掉；剔除UndertheguidanceofthePartyhehasrejectedtheidealistviewofhistoryinfavourofthematerialist.在党的教导下，他已经抛弃唯心主义历史观，接受了唯物主义历史观。
辨析：refuse与reject：两者都有“拒绝”之意。
refuse不仅可用来拒绝别人的请求和要求，而且还可用于拒绝别人的邀请或帮助；其后能跟不定式；
reject不能用于拒绝别人的邀请或帮助，其后不能跟不定式。HerefusedtheinvitationfromJohn.他拒绝了约翰的邀请。HerefusedtobelievewhatIsaid.他拒绝相信我说的话。
▲provide
(1)vt.提供；装备Thegovernmentprovidedthemwithmoneyandclothes.政府向他们提供金钱和衣服。Thecountryprovidesfreemedicalservicetocollegestudents.国家为大学生提供了公费医疗。Youmustprovideyourselves.你们必须自备必需品。
(2)vi.providefor提供生计；作准备provideagainst预防Whoprovidesforher?谁为她提供生活费?Heprovidedfortheentertainmentofhisguests.他为招待客人作好了准备。Theyhadtoprovideagainstashortageofwater.他们不得不作好缺水的准备。Theyprovidedagainsttheattack.他们做好准备以防受攻击。
辨析：afford，provide与supply:三个词都有“提供”“供给”之意。但在用法上有区别：
afford作“向某人提供某物”解时，它的句型是affordsb.sth.(sth.常为抽象名词)Travelaffordsuspleasure.旅游会给我们带来快乐。Heaffordedmeanopportunity.他给我提供了一次机会。
provide与supply用法相似，可以换用，某句型为：provide(supply)sb.withsth.;provide(supply)sth.to(for)sb.;Thesunprovides(supplies)lightandheatforus.=Thesunprovides(supplies)uswithlightandheat.太阳为我们提供光和热。
▲stuck
getstuck意思是“被困住”“被卡住”“处于困境”，此处get是连系动词，也可以用be等其他的连系动词。如：①Thebuswasstuckinthemud.公共汽车陷在泥里了。②Theshuttleoftengotstuck,causingalotofbrokenends.梭子常常卡住，造成大量断头。③Whatshallwedo?Weseemtobestuck.怎么办?我们似乎干不下去了。④Haveyougotstuckoveryourmathsproblems?你的数学题做不下去了吗?⑤Imstucknow,thereisnomorematerialforthework.我无法进行下去了，这工作缺少资料。⑥IWasstuckthereforaweekbythebadweather.由于天气不好，我在那里待了一个星期。
15.Creativethinkingisaconsciousefforttobreakawayfromoldthoughtpatternsinordertoexplorenewpossi-bilities.创造性思维是一种有意识的努力，即为了探索新的可能性而摆脱旧的思维模式。(p.59第二段倒数第一行)
▲effort作“努力”解释时，后常跟不定式，如本句即是，请看下列例句。①Hisefforttoreformheratlastsucceeded.他要改造她的努力终于成功了。②Despiteallmyeffortstoimprovehislife-style,hesstillsmokingtwentycigarettesaday.尽管我尽力改变他的生活方式，但他还是一天吸二十支香烟。③Hesjoggingroundtheparkeverymorninginanefforttogetfitforthefootballseason.他为了锻炼身体迎接足球赛季的到来，每天早晨都绕着公园慢跑。
effort可作“艰难的事”解释，为可数名词。如：Itssuchanefforttogetuponthesedarkwintermornings.冬季早晨到处黑沉沉的，起床真艰难呀!
▲breakawayfrom意为“脱离”“摆脱”“断绝来往”。如：①Fortunatelyhebrokeawayfromthatlawlessgroupyearsago.幸好几年前他就脱离了那个不法集团。②Thecriminaltriedtobreakawayfromthepoliceman.罪犯试图从警察手里逃跑。③SmithhasbrokenawayfromtheLabourParty.史密斯已脱离工党。
breakawayfrom亦可作“改掉”“破除”解。如：①Youshouldbreakawayfromsuchbadhabits.你应该改掉这些坏习惯。②Modemmusichasbrokenawayfromthe18thcenturyrules.现代音乐不再遵守十八世纪的条条框框。③Modernarthasbrokenawayfromoldtraditions.现代美术已摆脱了旧的传统。④Thechildbrokeawayfromalldisciplines.这孩子一点也不守规矩。
16.Goodsolutionsandnewideasareoftentheresultofchangeinperception.好的解决方法和新的思路常常是改变一种观念的结果。(p.59第三段第一行)
▲solution意为“解决(办法)”“解答(释)”，通常后接介词to。如：①Therearenosimplesolutionstotheproblemofoverpopulations.对于人口过多的问题，没有简单的解决办法。②Wearelookingforasolutiontoourfinancialdifficulties.我们正在寻找解决财政困难的方法。
17.Bylookingataprobleminasmanywaysaspossible,creativethinkerscanfindsolutionsthatwouldother-wiseremaininvisible.通过尽可能多的角度来看待一个问题，富有创造力的思考者可以发现其他情况下可能觉察不了的答案。(p.59第三段第二行)
▲让我们先分析一下句子的结构，本句的主语是creativethinkers。谓语动词是canfind，宾语solutions后带了一个定语从句。句首的by短语是方式状语。
▲otherwise在本句中是副词，意为“要不然”“否则”“在另外的情况下”。如：①Hewastiredbutotherwiseingoodhealth.他很疲惫，但除此之外，健康状况良好。②Therentishigh，butotherwisethehouseissatisfactory.租金昂贵，但在其他方面这房子还令人满意。③Hehasasquint，butisotherwiseahandsomefellow.他有点斜视，但除此之外，倒是个英俊的小伙子。
otherwise也可作“不同地…用别的方法”解。如：④Shesaysitstrue，butwethinkotherwise.她说这是真的，但我们却认为并非如此。⑤IhatehimbutIpretendother-wise.我恨他，但是我假装不恨。⑥Ihaveneverobservedhimdootherwise.我从未看到过他不是这样做的。
otherwise可用作连词，意为“否则”“要不然”，相当于or。如:①Hurryup,otherwiseyoullbelate.快点，不然你要迟到了。②Dowhatyouhavebeentoldotherwiseyoullbepunished.照吩咐的去做，否则你将受罚。③ImluckythatIminterestedinschoolwork,otherwiseIdgomad.很幸运我对学校里的功课感兴趣，不然我要疯掉的。
otherwise可作形容词。如：①Thefactisother-wise.真相并非如此。②Theirpoliticalenemieswerealsotheirotherwisefriends.他们的政敌在其他方面也正是他们的朋友。
▲remain为连系动词，意为“处于(某种状态)”。后接形容词性的词作表语。①Howcanweremainsilentonthisquestion?对这个问题我们怎么能保持沉默呢?②Theboundaryquestionsstillremainunsettled.边界问题仍然没有解决。③Sheremainedsittingwhentheycamein.他们进来时，她仍然坐着。
remain也可以接名词、代词、介词短语作表语。如：①Thisstillremainsaseriousproblem.这仍然是一个严重的问题。②Itremainsbelow13℃foraboutfivemonthsoftheyear.一年约有五个月那里温度保持在13摄氏度以下。
18.…theprocessincludesaseriesofdifferentattemptsandseveralfalsestarts.这个过程涉及到一系列不同尝试和一些错误的开端。(p.59Reading第三段第三行)
▲attempt的一些用法
(1)vt.试图做，试图夺取(后跟名词，不定式，动名词等)Theenemyattemptedanattackbynight.敌人准备趁夜色偷袭。Heattemptedtheexaminationbutfailed.他试图通过考试，但没有成功。Theenemyattemptedtobreakthroughourlines.敌人企图冲破我们的防线。IattemptedwalkinguntilIfellover.我挣扎着走路，直到摔倒才停止。
(2)n.尝试(常为可数名词)Wefailedinourattempttoclimbthemountain.我们试图爬上山去，但失败了。Thetwosuperpowersbothcolludeandstrugglewitheachotherinavainattempttoredividetheworld.这两个超级大国又勾结，又争夺，妄图重新瓜分世界。
拓展：makeanattempttodosth.试图做某事；makeanattemptatdoingsth.试图做某事；makeanattempton...企图夺取……；
联想：attemptvt.n.尝试；attemptableadj.可以尝试的
19.Everynewthoughtorideahastobeconnectedtowhatwealreadyknow.每一个新思想或新思路都会与我们已有的知识联系起来。(p.59第四段第一行)
▲connect
connectto意思是“与……相连接(有关)”，其后的介词既可用to，也可以用with。如：①Thepolicedidntconnecthimwiththemurder.警方没有把他和凶杀案连在一起。②HeisconnectedwiththeWhitesbymarriage.他与怀特家是姻亲。③AsearchofBradyshousefoundnothingthatcouldconnectthemwiththerobberies.对布拉迪的房子的搜查没有找到任何他与抢劫有关的内容。④Weusuallyconnectspringwithsunshineandflowers.我们通常把春天和阳光及鲜花联系在一起。
20.Greatthinkersareawareofthisand…伟大的思想家了解到了这一点…(p.59Reading第四段第三行)
▲beawareof(意识到；知道)
(1)adj.意识到的，知道Areyouawareofthedifficulty?你知道那项困难吗?
(2)跟从句时，省去ofHewasnotawarethathewasindanger.他没有觉察到自己处境危险。Shewasnotawarehowmuchherhusbandearned.她不知道她丈夫挣多少钱。
(3)aware为表语形容词，前面不能用very修饰，习惯用well，quite等词。Iamquite(well)awarehowyoumustfeel.我很能体会你会有什么样的感受。
拓展：betiredof厌烦……；beafraidof…害怕……；beshortof…缺少……；besureof...对……有把握；befullof…充满的……；beproudof…以……为自豪
▲aware
aware意为“意识到”“觉察到”，是形容词，多用作表语，后接介词of，of后通常接名词、代词、动名词或名词性从句，接名词性从句应用疑问词引导，这时of可省去。①Areyouawareoftheproblemsinvolved?你有没有意识到这里存在的问题?②Hewasnotawareofherpresencetillshespoketohim.直到她对他说话，他才意识到她的存在。③HebecomeawareofJane’scomingto-wardshim.他觉察到简向他走来。④Wewerequiteaware(of)howyouwouldrespondtoourterms.我们十分清楚你能对我们提出的条件作怎样的反应。⑤IWasnotaware(of)howdangerousitwas.我不知道这有多危险。
aware后可接that引导的从句，这时不可再用of。如:①Imwellawarethatthisisnottheperfectsolution.我非常清楚这不是完美的解决办法。②Hewaspainfullyawarethatthedeadlinehadpassed.他痛苦地意识到限期已过。③Youmustbeawarethatwhatyoualedoingisillegal.你必须明白你做的事是非法的。
beaware后也可以直接跟连接副词how引起的从句。如：①Imquiteawarehowyoumustfeel.我完全明白你会有什么感觉。②Imtoosleepytobeawarehowcolditwas.我太困了，没意识到天有多冷。)
21.Theyallknewthatforeachnewinventionthatworks,thereareatleasttenthatdont.他们都知道，每有一个成功的发明就至少有十个是不成功的。(p.60第二段第四行)
▲此处介词for表示对比或比例。常与each，every或数词连用。意思是“每……就”“与……成比例”。如：①Foreveryenemy,hehasfiftyfriends.他每有一个敌人就有五十个朋友。②Plantthreetreesforeveryonethatiscutdown.每砍一棵树就要种三棵树。③Theprisonersofwarwereexchangedmanforman.一对一地交换了战俘。④Letstranslatethesentencewordforword.让我们逐字翻译这个句子。

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Unit18Inventions知识点总复习教案

高二英语Unit18Inventions知识点总复习教案
SectionI课前准备、听力、口语
1.Neverthrowawayorwashchopsticksagain.千万不要扔掉再洗这些筷子。(p.57A)
▲throw(threw，thrown)
(1)投，抛，扔Hethrewtheball20metres.他把球投出20米。
(2)摔倒……Thepolicemanthrewthethieftotheground.警察把小偷摔倒在地面上。
(3)发射，射Chinahasthrowasatelliteintospacerecent-ly.中国最近向太空发射了一枚卫星。
辨析：throw...tosb.与throw...atsb.
throwsth.tosb.指“把某物扔向某人”，其目的在于“传递”(forsb.tocatch)介词to纯粹表示行为的方向，其动机是善意的；throwsth.atsb.指“把某物打向某人”，其目的在于“打”(=trytohitsb.)。介词at表示动作在于企图攻击的目标，其动机是恶意的。如：Hethrewtheballatme.(=trytohitme)他扔球打我。Hethrewtheballtome.(=formetocatch)他把球传给了我(=Hethrewmetheball.)
辨析：throw与cast
throw是普通用词，使用频率高，它指用力抛掷这一行为。cast比throw正式，指迅速扔出一重量较轻的物体。经常用作比喻或无意识行为，在某些成语及特殊用语中须用cast，如castanet“撒网”；castavote“投票”；castanchor“抛锚”等等。如：Willyoumove,please?Yourecasting(throwing)ashadowonmybook.你走开点好吗?你的影子正好投射在我的书上。Hequicklythrewtheballintothebasket.他迅速地将球投入篮里。Thediceiscast.事已定局。
拓展：throwoneselfinto积极从事;throwaway扔掉;throwabout乱丢；乱扔(东西);throwback扔回;throw…at…朝……扔，向……砸去;throwoff匆匆脱掉
throw...to...把……传给……；把……摔倒;throwout扔出；逐出;throwaside扔在一旁;throwup呕吐
2.Savetreesandhaveasnackatthesametime挽救了树木并且同时成为小吃。(p.57A)
▲save(1)vt.救、挽救Thebravesoldiersavedachildfromaburninghouse.那勇敢的战士从着火的房子里救出了一个孩子。OnlysocialismcansaveChina.只有社会主义才能救中国。
辨析：save与rescue:save与rescue两者都有“营救”之意；但save侧重于“保全”之意，而rescue则侧重于“从囚禁中救出”之意。如：Inordertosavethecountry,manygentlemenlaiddowntheirlives.许多志士仁人为国捐躯了。Theyrescuedhimfromprison.他们营救他出狱。
(2)节省；储蓄Dontspendallyourmoney,savesomeofitforfutureuse.别把钱全部花光，储蓄一点儿以备将来之用。
3.Youwillneverhavetoworryabouthavingyourbikestolenagain.你再也不必担心自行车会被偷走了。(p.57D)▲worry
(1)vi.“发愁，着急，焦虑”Motheralwaysworriedwhenthegirlsstayedoutlate.女孩们要是很晚还不回家，母亲总是很担心。
(2)vt.“使麻烦；使发愁；使着急”Dontworryher,Sheisbusy.别去麻烦她，她很忙。Theresonlyonepointthatworriesme.只有一点使我发愁。
(3)n.“烦恼”不可数；“使人发愁的事(人)；烦心的事”(可数)，且常用复数。Thisworryisenoughtodriveonemad.这烦恼足以令人发狂。Hehasmanyworries.他有很多的烦恼的事情。
辨析:worry与trouble:trouble的含义宽广，事无巨细都可用它，且含有一定的惊慌意味；worry"担心”“发愁”，它指没有根据的，经常是不必要的忧虑不安的心情。如：
Uneasinesstroubledherheart.她感到心神不定。Imtroubledbythedoctorsreport.医生的诊断结果令我焦急。Dontworry，tomorrowwillbebetter.别担心，明天会更好。Wereallworriedaboutyou.我们都在为你担心。
拓展：worrysb.使某人烦恼(着急)；worryaboutsb.为某人而担心；worrythrough艰苦进行
4.Thisnewinventionwillmakeitpossibleforpeopleto...这项新发明将使人们做…成为可能。(p.58Usefulexpressions)▲makesitpossible...
(1)此处it为形式宾语，本身为先行代词，它既可作形式宾语，又可用作形式主语，代替句中的真正主语或宾语，即从句、动名词、不定式等。Ithinkitapitythathecantswim.我认为他不能游泳是件令人遗憾的事。ItisimportantforustomasterEnglish.掌握英语对我们来说是重要的。Itisnousetellinghimthat.告诉他那件事是没有用的。
(2)it作形式宾语时，其前的动词有：think,find,consider,believe,suppose,feel,make等，而if后常跟形容词或名词。Hefeelsithisdutytohelpothers.他觉得帮助别人是他的职责。Wemakeitcleartotheworldthatwellneverbehavelikeasuperpower.我们向全世界表明我们永远不做超级大国。Iconsideritagreathonourto英语bepresentatthemeeting.我觉得能出席这个会议很荣幸。Hefounditnecessarytostudy英语thesituationinRussia.他发现研究俄罗斯的形势是必要的。Ibelieveithelpful英语tousesuchadictionary.我相信使用这样的一本词典是有帮助的。Isupposeitpossibletofinishsuchajoininthreedays.我想三天之内完成这样一件工作是有可能的。英语
5.Decidewhichoftheinventionsyouthinkisthemostusefuland...决定你认为哪一种发明是最有用的。(p.58.PatentOfficer)英语▲decide决定,决心；使下决心,使决断；对...起了决定作用；解决,裁决,判决
(1)跟名词或代词I’vegottodecideourw英语holefuture.我得决定我们的整个未来。Wemustdecidethatourselves.这得由我们自己决定。英语
(2)跟不定式(不可跟动名词)TheydecidedtomovetoWuchangimmediately.他们决定马上搬到武昌去。Hedecidedtodohishomework.他决定做他的家庭作业。
(3)跟疑问词+不定式Wemustdecidewhattodowiththem.我们必须决定拿他们怎么办。Shehasn’tdecidedwhentostart.何时动身她还没有决定。Shehasntdecidedwhentostart.何时动身她还没有决定。
(4)跟从句Letsfirstdecidewhereweshouldgo.我们先决定到什么地方去。Onlyyoucandecidewhatsbestforyou.只有你才能决定什么对你最合适。英语
辨析：decide;determine;resolve;makeuponesmind都有英语“决定”的意思。decide指“经过询问、研讨和考虑之后,在几种可能的选择之中作出决定”,如:ShedecidedtoleavehereonSundayinsteadofMonday.她决定星期日而不是星期一离开这里。determine指“决心作某一件事而不动摇”,如:Wehavedetermined英语to英语gettheworkdoneaheadofschedule.我们已经决定要提前完成这项工作。resolve指“打定主意做某事或不做某事”,如:IresolvetostudyEnglish.我决定学英语。makeupones英语mind指“打定主意”“下了决心”；其主语必须是人，不可是物，而且不可用于被动语态。英语如:Hemadeuphismindnottostaythereanylonger.他决定不再在那里呆下去了。英语
拓展：decidefordoingsth.决定做某事;decideinfavourofsth.作出有利……的决定或判决;decideon(upon)决定，选择(多指从两个或多个可能性中选择);decidebetween从两者中选择、决定。
联想：decidedadj.明确的，坚决的；decidingadj.起决定作用的；decisionn.决定，决心(同义词)determine；makeuponesmind
英语说

高二英语Unit18Inventions教学设计

古人云，工欲善其事，必先利其器。高中教师要准备好教案为之后的教学做准备。教案可以让学生们充分体会到学习的快乐，帮助高中教师缓解教学的压力，提高教学质量。那么，你知道高中教案要怎么写呢？下面的内容是小编为大家整理的高二英语Unit18Inventions教学设计，希望能对您有所帮助，请收藏。

Unit18Inventions

Period1Let’slistenandspeak!
Goals
●Helpstudentsunderstandthecommonsenseaboutinventions.
●Dolisteningandmakesurestudentsunderstandit.
●Helpimprovethestudents’listeningandspeakingabilities.
Procedures
Leadinginbyguessing.
Today,wearegoingtolearnsomethingaboutinventionsthatwilldogoodtohumanbeingsorevensmoothawaydifficultiesbroughtbydisabilities.Herearesomeofthem.Pleaseguesswhattheyareorwhotheinventorsare.
1.amanwhomademorethan1,000inventionsinhislifeandinventedelectricbulbs
2.awomanwhodiscoveredawaytoalterandexpandtherangeofnaturalcottoncolorswithoutusingtintsordyes
3.acomputerthatfitscomfortablyonyournoseandweighslessthanapairofglasses
4.amanbornin1876whoinventedaneffectivegasmotorengineandbuiltthefirstpracticalfour-strokeinternalcombustionenginecalledthe“OttoCycleEngine”
5.ashoewhoseheelsmadeelectricitywitheverystepthewearertakes
Key:
1.ThomasAlvaEdison
2.SallyFox
3.Nose-topcomputer
4.NicolausOtto
5.Electricshoes
Tolearnmoreaboutinventionspleaseturntopage57orlookatthescreen.
Task1:Lookinganddiscussing.
Lookatpage57orthescreen.Therearefourpicturesandfourdescriptions.Readthedescriptionsindividuallyfirstandthenmatcheachpicturewiththecorrectdescription.
Picture1:Electricshoes
Picture2:Inflatablebicycle
Picture3:Ediblechopsticks
Picture4:Nose-topcomputer
Task2:Discussing.
Nowdiscussthefollowingquestionsinpairs:
1.Whichofthefour“invention”doyouthinkwouldbemoreuseful?Why?
2.Isthereanythingyouwouldliketoinvent?Ifso,whatandwhy?
Task3:Listeningandansweringquestions.
1.Nowwearegoingtolistentodialogue1onthetape,whichisaboutMr.Dean’snewinvention.Listencarefullyandtrytounderstandit.Thenyoushouldanswerthefollowingquestions:
1)WhataretheadvantagesofMr.Dean’snewinvention?
2)Howdoesitwork?
3)Whatcanitbeusedfor?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
2.Listentothetapeofdialogue2,whichisaboutMr.Scoles’inventionandthenanswerthefollowingquestions:
1)WhathasMr.Scolesinvented?
2)Whydidthemaninventit?
3)Doyouthinkitworks?Howdoesitwork?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
Task4:Speakingup.
Ingroupsoffouroneistoplaytheroleofaninventortoexplaintotheresthowhisinventionworks.Thepatentofficershouldlisten,askquestionsanddecidetogivewhichonethepatent.
Closingbywriting.
Toendtheperiod,let’strytowritealistofnewinventionswewouldliketomake.Let’sseewhoseideasarebothcreativeandpractical.

Period2Let’sread!
(WhatwillYouThinkofNext?…)
Goals:
●Improvethestudents’readingabilities.
●Learnaboutcreativityandthinkingstrategies.
Procedures
Learninginbydiscussing.
Lasttimeyouwereaskedtowritealistofyourpossibleinventions.Nowweshallseewhoseinventionsarebothcreativeandpractical.
T:What’syourinvention,Sa?
Sa:FlowerSpeakerAmplifiers.
T:Whatdoesitlooklike?
Sa:Itisthegadgetthatishiddeninavaseorapottedplant.
T:Howdoesitwork?
Sa:Itsendsmusicatjusttherightfrequencytovibrateupthestemsandthenbeconvertedintoaudiblesoundbytheentireplant.AdevicesuchasaCDplayerorradiocanbeconnectedtoit.Musicisalsogoodfortheplants,whichareinvigoratedbytheconstantmusicalsounds.
T:Quitecreative.NowaccordingtotheanswerfromSa,Ihavegotsomequestionsforallofyoutodiscussingroups.
Task1:Skimmingforthemainidea.
Weshalllearnmoreaboutcreativitytoday.Nowskimthereadingpassagetofindoutthemainideaofeachpart.
Task2:TrueorFalse.
1MostinventorshavehighIQs.
2Thethingsweknowcansometimesmakeitmoredifficultforustounderstand.
3It’simpossibletolearnhowtobecreative.
4Thebestwaytofindagoodsolutionistolookforonegoodanswer.
5Inventorstrytoavoidfailure.
6Themorewayswehaveoflookingataproblem,themorelikelyitisthatwecanfindasolution.
7Mostgoodideasaretheresultofalongprocessoftrialanderror.
Task3:Listeningandreadingaloud.
Next,wearegoingtolistenandreadaloud.Pauseatthecorrectplacesandfindoutthesentencesdifficulttoyouatthesametime.
UsefulExpressions
Useone’screativity,comeupwithanewidea,havemuchincommon,havedifferentbackgrounds,dowellinschool,gethightestscores,haveahighIQ,practicegoodthinkingstrategies,limitone’sthinking,thinkout,rephraseaproblem,allowforcreativesolutions,rejectwrongideas,getstuck,movetowardsabettersolution,breakawayfromoldthoughtpatterns,explorenewpossibilities,deepenone’sunderstanding,remainhidden,connectto,makeconnections.aprocessoftrialanderror,changetheworld
Task4:Questionsandanswers.
Firstworkinpairs,tryingtoanalyzethedifficultsentences,thenputyourquestionstome.Wewillfocusontheformsandstructuresofthepassages.
Task5:Fillintheblankswiththewordsinthetext.
Creativityisamatterof_____.Inordertobemorecreative,weshouldthinkabouthowwethinkand_______goodthinkingstrategies.
To“thinkoutsidethebox”isaconscious______tobreakawayfromoldthought______inorderto_______newpossibilities.Achangein________-----totakeanotherlookattheproblem----mayleadtogoodsolutionsandnewideas.
Greatthinkersare______of“makingconnections”andtryto______newandoldideasinasmany______waysaspossible.By_______andconnectingideasandobjectsinnewways,creativethinkersareabletothinkofnew_________andsolutions.
Goodideasareno_______.Theyaretheresultofalong_____oftrialand_____.Ifwewanttodevelopourcreativity,wecantryusingthesethinkingstrategiestofindnewwaysto_____ourlife.
Closingupbydiscussion
Toendthisperiod,let’shaveadiscussionofthefollowingquestions:
1.Howcanwebemorecreativeinthinking?
2.Howdopeoplecomeupwithnewideasfornewinventions?
3.Howcancreativethinkingbeusedtobetterourstudies?

Period3Let’sstudy!
(Grammar:ReviewtheAttributiveClause)
Goals
●LearntodefinewordsinEnglishwiththeattributiveclause.
●Learnmoreabouttheattributiveclause.
Procedures
Leadingin:Readinganddiscovering.
Readthepassagesandunderlinealltheattributiveclauses.
Task1:Reviewingtheattributiveclause.
学习定语从句的几个问题
1、掌握以上关系代词、关系副词的含义及使用时，要特别注意以下几点：
1)指物时宜用that的情况：
a.当先行词为all,much,little,few,none,something,anything,everything,nothing等不定代词时。Allthatcanbedonehasbeendone.
b.当先行词既指人又指物时。
Hespokeofthemenandthething(that)hehadseenabroad.
c.当先行词被序数词或形容词的最高级修饰时。
ThisisoneofthebestfilmsthatIhaveeverseen.
d.当先行词被thevery,theonly,thelast,any,every等修饰时。
ThisisoneoftheverybookthatIamlookingfor.
e.当先行词是疑问词who,what,which时。
Whothathassuchahomedoesn’tloveit?
f.关系代词在从句中作表语。
Maryisnolongerthegirlthatsheusedtobe.
2)关系代词as和which都能引导非限定性定语从句代表整个句子的内容，as
引导的从句可位于句首或句末，which引导的定语从句则不能位于句首。
Whichyouknow,heisagoodman.(×)
Asyouknow,heisagoodman.(√)
3)关系副词when,where,why其含义相当于onwhich,inwhichforwhich等，可以互换：
Thedaywhen/onwhichImethimfirstwasMay1st.
Idon’tknowthereasonwhy/forwhichhedidn’tcome.
47)whose指物时，可以与ofwhich等结构互换，但应注意与冠词的位置关系：
Thisisthebookthecoverofwhich/ofwhichthecover/whosecoverisblue.
5)有时可用代替关系副词。在口语中常省略。
Thisisthereason(why/forwhich/that)hecamelate.
6)先行词是专有名词、整个句子或世界上独一无二的物质名词时，一般用非限定性定语从句修饰。Thesun,whichgivesuslightandheat,isverybig.
7)在先行词和定语从句之间有无逗号有时会引起名义的变化：
Hesaidnothingthatmadeherangry.他没说使她生气的话。
Hesaidnothing,whichmadeherangry.他一言不发，这使她很生气。
2、定语从句与强调结构
Itistheplacewheretheylivedbefore.
Itisintheplacethattheylivedbefore.
第一个句子为定语从句，where指代theplace，在定语从句中作状语，第二个句子为强调结构，强调intheplace,that没有意义，把放回后面句子，句子意思完整。
Whereisitthathefoundthelostwatch?(强调句型，强调疑问副词where.)
Whereisthewatchhefoundyesterday?(定语从句，that指代thewatch.)
3、定语从句中的先行词
Isthisbooktheonethatyouboughtyesterday?
Isthisthebookthatyouboughtyesterday?
第一个句子中，thisbook是主句的主语，theone是先行词。在第二个句子中this是主句的主语，thebook是先行词。一定要避免出现：Isthisbookthatyouboughtyesterday?
4、定语从句与同位语从句
定语从句相当于形容词，它对先行词起修饰、描述或限制作用，而同位语从句则相当于名词，对其前面的词给予说明或作进一步解释，即说明该词所表示的具体内容。例如：
Thenewsthatweheardisnottrue.(定语从句)
Thenewsthathewontheprizeisnottrue.（同位语从句）
另:在“havenoidea＋从句”结构中，其从句都作idea的同位语。例如：
Ihavenoideawhenshewillbeback.
Task2:Fillinginandrewriting.
Nowitistimeforyoutodothegrammarexercises1and2onpage61.
Closingupbyworkingoutawordpuzzle.
Torelaxed,turntopage62,andworkoutthewordpuzzleasquickaspossible.Thewinnerwillwinalittlegift.

Period4Let’sreadandwrite!
(ALLINTHEMIND:SCIENTIFICMETAPHORS)
Goals
●Improvethestudents’abilitiesofreadingcomprehension.
●Learnaboutthepositiveandnegativeof“scientificmetaphors”.
●Enablethestudentstowritebriefessays.
Procedures
Leadingin:bylifeexperiences.
Goodmorning,class!Livinginaninformationage,weareenjoyingvariousinventionsofmoderntechnology.Wemakeusesofcomputers,mobilephones,TVsets,andsoon.Nowtellmewhatusesyoumakeofallthosemoderndevices.
Task1:Readingforthemainideaofeachparagraph.
Tolearnmoreaboutmoderntechnologies,turntopage63andfirstreadforthemainideaofeachparagraph.
Task2:Discussingthelanguagepoints.
Anyproblemwiththearticle.Nowinpairstrytofindsomequestionsaboutallthepointsdifficulttoyou.Youmayaskmeforhelpifnecessary.
Task3:Listeningandreadingaloud.
Tounderstandbetterwhat’stalkedaboutinthearticle,listentothetaperecordandreadaloudthetextatthesametime.
Closingupbywritingabriefessay.
Allright,nowlistentomyquestions:
Whatwillcomputerslooklikeinthefuture?
Howwillweusecomputers?
Howwouldyoudescribeacomputertosomeonelivinginthe19thcentury?
Whatwouldyoucompareacomputerto?
WordsandExpressions
liveinaninformationage,do…withcomputer,sendmails,besimilarto…,keepinformationinone’smemory,developtechnologyatahighpace,metaphor,storage,paste,glue,bedifferentfrom…,inthebestway,afterall,nowthat,inthefuture,thinkabout…
Homework
Readingmaterial
以“鱼”喻人
　Ⅰshark：(本义)鲨鱼；(喻义)贪诈的人。如：aloanshark(高利贷主)，thebigsharks(垄断资本家)。
Ⅱeel：(本义)鳗鱼；(喻义)滑头的人。如：
He’sfarfromstraightforwardtodealwith——aslipperyeel.
他这个人与人打交道很不直爽———滑头精。
Ⅲfish：(本义)鱼；(喻义)人。如：Thatolduncleofyoursisaqueerfish.你那位老伯伯，可真是个古怪的人。acoldfish冷冰冰的人apoorfish可怜虫
“植物”喻人
Ⅰ.He　was　the　No.1　seed　in　the　table-tennis　championship.
他是这届乒乓球锦标赛头号种子选手。(种子——种子选手)
Ⅱ.A　man　of　learning　is　supposed　to　be　some　pumpkins.
学问高深的人常被认为是重要人物。(南瓜——很重要的人物，通常用复数形式并与some连用)
Ⅲ.He　is　a　real　daisy.他是个顶呱呱的人物。(雏菊——第一流的人物)
Ⅳ.The　country　lost　the　flower　of　its　youth　in　the　war.
那个国家在战争中失去了许多优秀青年。(花——精华)
Ⅴ.I’llleave　you　two　young　people　alone；I’m　sure　you　don’t　want　me　to　play　gooseberry.
你们两个年轻人单独在一起吧，我敢肯定你们不希望我夹在你们中间。(醋栗———[作]陪妇，这短语源自青年男女相聚时须有老妇陪伴的古老习俗译成“当电灯泡”也是很形象的表达。)

Unit18Inventions教案

Unit18Inventions教案
I．单元教学目标
技能目标SkillGoals
Talkaboutinventions
Practicedescribinginventions
ReviewtheAttributiveClause
Writeaprocessessay
II.目标语言
功能句式
Waysofdescribinginventions
Thisinventioncanhelppeople…
Thisisanewwayof…
Thisnewinventionwillmakeitpossibleforpeopleto…
Ithink…ismuchmoreusefulthan…
Itcanmake/helppeople…
I’dliketoinvent…becauseitcan…
I’dliketoinvent…whichcan…
Ifpeoplecancreate…
Isuppose…
Itmustbeveryconvenientifpeoplecouldinvent…
IdreamedIcouldinvent…
Waysofaskingquestionsaboutnewinventions
Whatdoesitlooklike?
Howdoesitwork?
What’sitmadeof?
Howwouldpeopleuseit?
Isthereanythingyouwouldliketoinvent?
词汇
1.四会词汇
vest,heel,patent,officer,petrol,background,reject,possibility,otherwise,connection,previous,aware,trial,rider,dusty,pilot,storage,glue,typewriter
2.认读词汇
edible,flavour,laptop,inflatable,creative,rephrase,partial,perception,visible,Mozart,relativity,SamuelMorse,desktop,palmtop,MonaLisa,CharlesChaplin,JohnDenver,IsaacNewton,AbrahamLincoln,Eve,HelenKeller,metaphor,paste,electronics,Eniac
3.词组
allowfor,getstuck,breakawayfrom,beawareof,trialanderror,afterall,keeptrackof
4.重点词汇
vest,office,background,reject,possibility,otherwise,aware,allowfor,getstuck,breakawayfrom,beawareof,afterall,keeptrackof
语法
ReviewtheAttributiveClause
1.acarthat/whichuseswaterinsteadofpetrol
2.thinkerswhohavechangedtheworld
3.achipthat/whichmakesitpossibleforustoseethefuture
4.asmartpenthat/whichautomaticallytranslateswhatwewriteintoaforeignlanguage
重点句子
1.Thesechopsticksarebothdeliciousandenvironmentallyfriendly.P57
2.Creativityisnotaboutgettinghightestscores,havingahighIQorbeingsmart.P59
3.Ifwelookonlyforthecorrectanswerandrejectideasthatdonotprovideacompleteanswer,
wemaygetstusk..P59
4.Aswiththinkingoutsidethebox,theprocessincludesaseriesofdifferentattemptsandseveral
falsestarts.Eachnewwayoflookingatasituationimprovesourunderstandingandmakesit
easiertodiscovernewpossibilities.P59
The1stperiodSpeaking
Step1Warmingup
Givethestudentsintroductionsofthethreeinventionsfromthetextbook.
Step2Pre-speaking
Ofallthe4inventions,whichdoyouthinkwouldbeuseful,why?
Usethefollowingpatternstoguidethem:
Ithink…thisinventioncanhelppeople….
Ithink…ismuchmoreusefulthen…whichweusenow.
Somepossibleexpressions:
I’dliketoinventa….
Itcanhelppeople….
Itmustbeveryconvenientifpeoplecouldinvent….
IdreamedIcouldinvent….
Step3Speaking
Letthestudentsreadthepassageandmakethemunderstandwhattheyshoulddo.Toexplainhowtheinventionworksandwhyitisuseful.
Ask5groupstoacttheirdialogueoutinfrontofclass.
Step4Summary
Waysofdescribinginventions:
Thisinventioncanhelppeople…
Thisisanewwayof…
Thisnewinventionwillmakeitpossibleforpeopleto…
Ithink…ismuchmoreusefulthan…
Icanhelp/makepeople…
I’dliketoinvent…becauseitcan,,,,
I’dliketoinvent…whichcan….
Ifpeoplecancreate…Isuppose…
Itmustbeveryconvenientifpeoplecouldinvent…
IdreamedIcouldinvent…
Waysofaskingquestionsaboutnewinventions:
Whatdoesitlooklike?
Howdoesitwork?
What’sitmadeof?
Howwouldpeopleuseit?
Isthereanythingyouwouldliketoinvent?
Step4Homework
1.Talkingatp131
2.Writeashortpassagewiththetitle“Myidealnewinvention”.
The2ndPeriodListening
Step1Revision
Checkthehomework,askingthestudentstocometothefronttoreadouthisorheressayoutindividually.
Step2Listening
Dialogue12onp58
Studentsareaskedtoreadfastthequestionsandthenlistentothetapetwicetoanswerthequestions.
Step3Discussion:
Thinkofsomeexamplesofnewinventionsthatpeoplewereafraidoforcan’tacceptatfirst.
Step4Homework.
Listening(wbP130)
Previewthereading.
The3rdPeriodReading
Step1Revision
Checkthehomeworkandthenaskiftheyhavesomeideasofinventingsomeusefulthingstoimproveourlife.
Step2Pre-reading
Dotheexonp59
Step3while-reading
Mainideaofeachpara:
Para1.Bythinkingaboutthewaywethinkandpracticinggoodthinkingstrategies,wecanbecomemorecreative.
Para2.To“thinkoutsidethebox”istotrynewwaystosolveaproblem.
Para3.Goodsolutionsandnewideasareoftentheresultofachangeinperception.
Para4.Everynewthoughtorideahastobeconnectedtowhatwealreadyknow.
Para5.Goodideasaretheresultofalongprocessoftrialanderror.
Step4Languagefocuses:
Dealwithsomelanguagepointsifpossible:
Trial-try
Application-apply
Produce-production
Inspiration-inspire
Fail-failure
Deep-depth
Possible-possibility
Connect-connection
Awareness-aware
Step5Post-reading:
Listentothetapeandthenfinishthepost-readingExonp60.
Step4Homework
FindoutsomesentenceswiththeAttributiveClause.
Preparations:LanguageStudyonp61.
The4thPeriodGrammar
Step1Revision
Dictatesomephrasesandsentences:
Betiredof,breakawayfrom,allowfor,getstuck
Partialsolutions,andevenfailures,giveusmoreinformationandcluesthathelpusmoveforwardsabettersolution.
Bylookingataprobleminasmanyaspossible,creativethinkerscanfindsolutionsthatwouldotherwiseremaininvisible.
Step2Grammar
DosomeexercisesabouttheAttributiveClause:
Step3Practice:
FinishtheexercisesonP61,checkingtheanswersorally.
Step4Homework
Ex23onp133
Gooverthereadingonp133
The5thPeriodExtensivereading
Step1
Checkthehomework(Ex23onp133)
Step2ListeningandFastreading
Playthetapeandaskstudentstolistentothetapeandcompletethefollowingchart:
InventionPossibleuses
Invisiblepaint1.________;2.________
Step3Intensivereading
Readforthesecondtime,andthenanswerthequestions:
Thendealwithsomelanguagepointsifnecessary.
Step6Homework
Reviewwhatwe’velearnedinthisperiodandpreviewtheReadingandWritingonp62.
The6thPeriodWriting
Step1revision
Step2Pre-writing
AskthestudentstoreadthetextAllintheMind:ScientificMetaphors?Andthenfinishthechartonthebelow.
Step3Writing
TrytowriteanessayusingtheinformationgivenonP64.
Readsomesampleessaysandgivecommentsonthem.
Step4Homework
Tosummarizewhatwe’velearntinthisunit.
ReadtheStrategiesgivenonP64toseeifyoucanusethesetipstoimproveyourEnglish-learning.

人教版高二下Unit18Inventions教案

人教版高二下Unit18Inventions教案

Period1Let’slistenandspeak!
Goals
●Helpstudentsunderstandthecommonsenseaboutinventions.
●Dolisteningandmakesurestudentsunderstandit.
●Helpimprovethestudents’listeningandspeakingabilities.
Procedures
Leadinginbyguessing.
Today,wearegoingtolearnsomethingaboutinventionsthatwilldogoodtohumanbeingsorevensmoothawaydifficultiesbroughtbydisabilities.Herearesomeofthem.Pleaseguesswhattheyareorwhotheinventorsare.
1.amanwhomademorethan1,000inventionsinhislifeandinventedelectricbulbs
2.awomanwhodiscoveredawaytoalterandexpandtherangeofnaturalcottoncolorswithoutusingtintsordyes
3.acomputerthatfitscomfortablyonyournoseandweighslessthanapairofglasses
4.amanbornin1876whoinventedaneffectivegasmotorengineandbuiltthefirstpracticalfour-strokeinternalcombustionenginecalledthe“OttoCycleEngine”
5.ashoewhoseheelsmadeelectricitywitheverystepthewearertakes
Key:
1.ThomasAlvaEdison
2.SallyFox
3.Nose-topcomputer
4.NicolausOtto
5.Electricshoes
Tolearnmoreaboutinventionspleaseturntopage57orlookatthescreen.
Task1:Lookinganddiscussing.
Lookatpage57orthescreen.Therearefourpicturesandfourdescriptions.Readthedescriptionsindividuallyfirstandthenmatcheachpicturewiththecorrectdescription.
Picture1:Electricshoes
Picture2:Inflatablebicycle
Picture3:Ediblechopsticks
Picture4:Nose-topcomputer
Task2:Discussing.
Nowdiscussthefollowingquestionsinpairs:
1.Whichofthefour“invention”doyouthinkwouldbemoreuseful?Why?
2.Isthereanythingyouwouldliketoinvent?Ifso,whatandwhy?
Task3:Listeningandansweringquestions.
1.Nowwearegoingtolistentodialogue1onthetape,whichisaboutMr.Dean’snewinvention.Listencarefullyandtrytounderstandit.Thenyoushouldanswerthefollowingquestions:
1)WhataretheadvantagesofMr.Dean’snewinvention?
2)Howdoesitwork?
3)Whatcanitbeusedfor?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
2.Listentothetapeofdialogue2,whichisaboutMr.Scoles’inventionandthenanswerthefollowingquestions:
1)WhathasMr.Scolesinvented?
2)Whydidthemaninventit?
3)Doyouthinkitworks?Howdoesitwork?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
Task4:Speakingup.
Ingroupsoffouroneistoplaytheroleofaninventortoexplaintotheresthowhisinventionworks.Thepatentofficershouldlisten,askquestionsanddecidetogivewhichonethepatent.
Closingbywriting.
Toendtheperiod,let’strytowritealistofnewinventionswewouldliketomake.Let’sseewhoseideasarebothcreativeandpractical.

Period2Let’sread!
(WhatwillYouThinkofNext?…)
Goals:
●Improvethestudents’readingabilities.
●Learnaboutcreativityandthinkingstrategies.
Procedures
Learninginbydiscussing.
Lasttimeyouwereaskedtowritealistofyourpossibleinventions.Nowweshallseewhoseinventionsarebothcreativeandpractical.
T:What’syourinvention,Sa?
Sa:FlowerSpeakerAmplifiers.
T:Whatdoesitlooklike?
Sa:Itisthegadgetthatishiddeninavaseorapottedplant.
T:Howdoesitwork?
Sa:Itsendsmusicatjusttherightfrequencytovibrateupthestemsandthenbeconvertedintoaudiblesoundbytheentireplant.AdevicesuchasaCDplayerorradiocanbeconnectedtoit.Musicisalsogoodfortheplants,whichareinvigoratedbytheconstantmusicalsounds.
T:Quitecreative.NowaccordingtotheanswerfromSa,Ihavegotsomequestionsforallofyoutodiscussingroups.
Task1:Skimmingforthemainidea.
Weshalllearnmoreaboutcreativitytoday.Nowskimthereadingpassagetofindoutthemainideaofeachpart.
Task2:TrueorFalse.
1MostinventorshavehighIQs.
2Thethingsweknowcansometimesmakeitmoredifficultforustounderstand.
3It’simpossibletolearnhowtobecreative.
4Thebestwaytofindagoodsolutionistolookforonegoodanswer.
5Inventorstrytoavoidfailure.
6Themorewayswehaveoflookingataproblem,themorelikelyitisthatwecanfindasolution.
7Mostgoodideasaretheresultofalongprocessoftrialanderror.
Task3:Listeningandreadingaloud.
Next,wearegoingtolistenandreadaloud.Pauseatthecorrectplacesandfindoutthesentencesdifficulttoyouatthesametime.
UsefulExpressions
Useone’screativity,comeupwithanewidea,havemuchincommon,havedifferentbackgrounds,dowellinschool,gethightestscores,haveahighIQ,practicegoodthinkingstrategies,limitone’sthinking,thinkout,rephraseaproblem,allowforcreativesolutions,rejectwrongideas,getstuck,movetowardsabettersolution,breakawayfromoldthoughtpatterns,explorenewpossibilities,deepenone’sunderstanding,remainhidden,connectto,makeconnections.aprocessoftrialanderror,changetheworld
Task4:Questionsandanswers.
Firstworkinpairs,tryingtoanalyzethedifficultsentences,thenputyourquestionstome.Wewillfocusontheformsandstructuresofthepassages.
Task5:Fillintheblankswiththewordsinthetext.
Creativityisamatterof_____.Inordertobemorecreative,weshouldthinkabouthowwethinkand_______goodthinkingstrategies.
To“thinkoutsidethebox”isaconscious______tobreakawayfromoldthought______inorderto_______newpossibilities.Achangein________-----totakeanotherlookattheproblem----mayleadtogoodsolutionsandnewideas.
Greatthinkersare______of“makingconnections”andtryto______newandoldideasinasmany______waysaspossible.By_______andconnectingideasandobjectsinnewways,creativethinkersareabletothinkofnew_________andsolutions.
Goodideasareno_______.Theyaretheresultofalong_____oftrialand_____.Ifwewanttodevelopourcreativity,wecantryusingthesethinkingstrategiestofindnewwaysto_____ourlife.
Closingupbydiscussion
Toendthisperiod,let’shaveadiscussionofthefollowingquestions:
1.Howcanwebemorecreativeinthinking?
2.Howdopeoplecomeupwithnewideasfornewinventions?
3.Howcancreativethinkingbeusedtobetterourstudies?

Period3Let’sstudy!
(Grammar:ReviewtheAttributiveClause)
Goals
●LearntodefinewordsinEnglishwiththeattributiveclause.
●Learnmoreabouttheattributiveclause.
Procedures
Leadingin:Readinganddiscovering.
Readthepassagesandunderlinealltheattributiveclauses.
Task1:Reviewingtheattributiveclause.
学习定语从句的几个问题
1、掌握以上关系代词、关系副词的含义及使用时，要特别注意以下几点：
1)指物时宜用that的情况：
a.当先行词为all,much,little,few,none,something,anything,everything,nothing等不定代词时。Allthatcanbedonehasbeendone.
b.当先行词既指人又指物时。
Hespokeofthemenandthething(that)hehadseenabroad.
c.当先行词被序数词或形容词的最高级修饰时。
ThisisoneofthebestfilmsthatIhaveeverseen.
d.当先行词被thevery,theonly,thelast,any,every等修饰时。
ThisisoneoftheverybookthatIamlookingfor.
e.当先行词是疑问词who,what,which时。
Whothathassuchahomedoesn’tloveit?
f.关系代词在从句中作表语。
Maryisnolongerthegirlthatsheusedtobe.
2)关系代词as和which都能引导非限定性定语从句代表整个句子的内容，as
引导的从句可位于句首或句末，which引导的定语从句则不能位于句首。
Whichyouknow,heisagoodman.(×)
Asyouknow,heisagoodman.(√)
3)关系副词when,where,why其含义相当于onwhich,inwhichforwhich等，可以互换：
Thedaywhen/onwhichImethimfirstwasMay1st.
Idon’tknowthereasonwhy/forwhichhedidn’tcome.
47)whose指物时，可以与ofwhich等结构互换，但应注意与冠词的位置关系：
Thisisthebookthecoverofwhich/ofwhichthecover/whosecoverisblue.
5)有时可用代替关系副词。在口语中常省略。
Thisisthereason(why/forwhich/that)hecamelate.
6)先行词是专有名词、整个句子或世界上独一无二的物质名词时，一般用非限定性定语从句修饰。Thesun,whichgivesuslightandheat,isverybig.
7)在先行词和定语从句之间有无逗号有时会引起名义的变化：
Hesaidnothingthatmadeherangry.他没说使她生气的话。
Hesaidnothing,whichmadeherangry.他一言不发，这使她很生气。
2、定语从句与强调结构
Itistheplacewheretheylivedbefore.
Itisintheplacethattheylivedbefore.
第一个句子为定语从句，where指代theplace，在定语从句中作状语，第二个句子为强调结构，强调intheplace,that没有意义，把放回后面句子，句子意思完整。
Whereisitthathefoundthelostwatch?(强调句型，强调疑问副词where.)
Whereisthewatchhefoundyesterday?(定语从句，that指代thewatch.)
3、定语从句中的先行词
Isthisbooktheonethatyouboughtyesterday?
Isthisthebookthatyouboughtyesterday?
第一个句子中，thisbook是主句的主语，theone是先行词。在第二个句子中this是主句的主语，thebook是先行词。一定要避免出现：Isthisbookthatyouboughtyesterday?
4、定语从句与同位语从句
定语从句相当于形容词，它对先行词起修饰、描述或限制作用，而同位语从句则相当于名词，对其前面的词给予说明或作进一步解释，即说明该词所表示的具体内容。例如：
Thenewsthatweheardisnottrue.(定语从句)
Thenewsthathewontheprizeisnottrue.（同位语从句）
另:在“havenoidea＋从句”结构中，其从句都作idea的同位语。例如：
Ihavenoideawhenshewillbeback.
Task2:Fillinginandrewriting.
Nowitistimeforyoutodothegrammarexercises1and2onpage61.
Closingupbyworkingoutawordpuzzle.
Torelaxed,turntopage62,andworkoutthewordpuzzleasquickaspossible.Thewinnerwillwinalittlegift.

Period4Let’sreadandwrite!
(ALLINTHEMIND:SCIENTIFICMETAPHORS)
Goals
●Improvethestudents’abilitiesofreadingcomprehension.
●Learnaboutthepositiveandnegativeof“scientificmetaphors”.
●Enablethestudentstowritebriefessays.
Procedures
Leadingin:bylifeexperiences.
Goodmorning,class!Livinginaninformationage,weareenjoyingvariousinventionsofmoderntechnology.Wemakeusesofcomputers,mobilephones,TVsets,andsoon.Nowtellmewhatusesyoumakeofallthosemoderndevices.
Task1:Readingforthemainideaofeachparagraph.
Tolearnmoreaboutmoderntechnologies,turntopage63andfirstreadforthemainideaofeachparagraph.
Task2:Discussingthelanguagepoints.
Anyproblemwiththearticle.Nowinpairstrytofindsomequestionsaboutallthepointsdifficulttoyou.Youmayaskmeforhelpifnecessary.
Task3:Listeningandreadingaloud.
Tounderstandbetterwhat’stalkedaboutinthearticle,listentothetaperecordandreadaloudthetextatthesametime.
Closingupbywritingabriefessay.
Allright,nowlistentomyquestions:
Whatwillcomputerslooklikeinthefuture?
Howwillweusecomputers?
Howwouldyoudescribeacomputertosomeonelivinginthe19thcentury?
Whatwouldyoucompareacomputerto?
WordsandExpressions
liveinaninformationage,do…withcomputer,sendmails,besimilarto…,keepinformationinone’smemory,developtechnologyatahighpace,metaphor,storage,paste,glue,bedifferentfrom…,inthebestway,afterall,nowthat,inthefuture,thinkabout…
Homework
Readingmaterial
以“鱼”喻人
　Ⅰshark：(本义)鲨鱼；(喻义)贪诈的人。如：aloanshark(高利贷主)，thebigsharks(垄断资本家)。
Ⅱeel：(本义)鳗鱼；(喻义)滑头的人。如：
He’sfarfromstraightforwardtodealwith——aslipperyeel.
他这个人与人打交道很不直爽———滑头精。
Ⅲfish：(本义)鱼；(喻义)人。如：Thatolduncleofyoursisaqueerfish.你那位老伯伯，可真是个古怪的人。acoldfish冷冰冰的人apoorfish可怜虫
“植物”喻人
Ⅰ.He　was　the　No.1　seed　in　the　table-tennis　championship.
他是这届乒乓球锦标赛头号种子选手。(种子——种子选手)
Ⅱ.A　man　of　learning　is　supposed　to　be　some　pumpkins.
学问高深的人常被认为是重要人物。(南瓜——很重要的人物，通常用复数形式并与some连用)
Ⅲ.He　is　a　real　daisy.他是个顶呱呱的人物。(雏菊——第一流的人物)
Ⅳ.The　country　lost　the　flower　of　its　youth　in　the　war.
那个国家在战争中失去了许多优秀青年。(花——精华)
Ⅴ.I’llleave　you　two　young　people　alone；I’m　sure　you　don’t　want　me　to　play　gooseberry.
你们两个年轻人单独在一起吧，我敢肯定你们不希望我夹在你们中间。(醋栗———[作]陪妇，这短语源自青年男女相聚时须有老妇陪伴的古老习俗译成“当电灯泡”也是很形象的表达。)

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