【正文】 one’s patent application with the Patent Office 向?qū)＠痔峤簧暾?qǐng)書 , succeed by the size of one’s bank balance 看某人的銀行結(jié)余判斷是否成功 , wish? luck 祝 ?? 好運(yùn) 5. Reading to transform information Read the text to find answers to the five questions listed in the table. THE PROBLEM OF THE SNAKES Why was my mother upset? There are some snakes in our yard. Why did I feel very proud? Here was a chance for me to distinguish myself by inventing something that would catch snakes but not harm them． What was the first thing I tried to do? The first thing I tried to do was to see if there were products that might help me. What are the three possible approaches? Firstly, removing their habitat。 第二部分 教學(xué)資源說(shuō)明 Section 1 Background 背景 圍繞單元話題“ Festival around the world”，《金色教案》提供了幾則語(yǔ)言規(guī)范、短小精干的趣味性材料。并通過(guò)操練打電話和寫求職信進(jìn)一步訓(xùn)練學(xué)生說(shuō)和寫的能力。 Reading 是一篇記敘文。 本單元語(yǔ)言 功能項(xiàng)目是：打電 話。 本單元語(yǔ)言 結(jié)構(gòu)項(xiàng)目是“復(fù)習(xí)過(guò)去分詞作定語(yǔ)、表語(yǔ)和賓語(yǔ)補(bǔ)語(yǔ)”。故事講的是一個(gè)女孩如何通過(guò)多次嘗試最后成功地 把在她母親家院子里安家的一窩蛇捉住并放歸大自然，她的捕蛇技術(shù)申請(qǐng)了發(fā)明專利。 教師可以參考采用本書提供的下列教學(xué)步驟： Warming up by learning about Bell39。這些材料既可以作為教師教學(xué)參考材料為教師所用，也可以直接或改寫、重組后作為課堂內(nèi)外的拓展性閱讀材料呈現(xiàn)給學(xué)生。 secondly, attracting them into a trap using male or female perfume or food。 secondly, attracting them into a trap using male or female perfume or food。 Section 3 Vocabulary 詞匯 按照課本單元詞匯表順序，《金色教案》重點(diǎn)提供動(dòng)詞、短語(yǔ)搭配的講解。 實(shí)際教學(xué)過(guò)程課時(shí)劃分建議 Period 1 將 Warming Up、 Prereading、 Reading 和 Comprehending整合在一起上一節(jié)“閱讀課”。 Period 2 Learning about language 知識(shí)課 Learning about Language 要求學(xué)生熟練掌握過(guò)去分詞做定語(yǔ)，表語(yǔ)和賓語(yǔ)補(bǔ)足 語(yǔ)的用法。 《金色教案》教學(xué)設(shè)計(jì)在單元課時(shí) 劃分上與課本保持一致，即“閱讀課、知識(shí)課、運(yùn)用課三課時(shí) /三課型劃分”。通過(guò)本單元的學(xué)習(xí)，可以幫助學(xué)生樹立生活的信心，激勵(lì)學(xué)生開動(dòng)腦筋，發(fā)揮想象力和創(chuàng)造力去發(fā)明以解決生活中可能遇到的問(wèn)題；同時(shí)告訴學(xué)生不要害怕失敗， 成功的發(fā)明家往往要經(jīng)歷很多次實(shí)驗(yàn)的失敗。 Period 1 Reading 閱讀課 Warming Up 建議教師通過(guò) Warming up by learning about the past participle used as attributives讓學(xué)生了解發(fā)明與發(fā)現(xiàn)的區(qū)別并討論描述一些熟悉的現(xiàn)代文明 ， 為本單元 Reading部分的精彩故事做好了詞匯鋪墊。教師可以參考采用本書提供的下列教學(xué)步驟：Warming up by reading aloud to the recording of the text； Discovering useful words and collocations； Talking about the participle；Discovering useful structures； Closing down by singing a snake song。 Period 4 將 Workbook 的 READING AND LISTENING和 TALKING整合在一起上一節(jié)“聽說(shuō)課”。有些測(cè)評(píng)題目直接源于歷年高考試卷，更具有說(shuō)服力和實(shí)用性。 habitat and covering the bowl with the bucket collecting the passive snakes and releasing them back into the wild Filling in the form and filing my patent application with the Patent Office THE PROBLEM OF THE SNAKES