每个老师为了上好课需要写教案课件，大家在认真写教案课件了。我们要写好教案课件计划，这对我们接下来发展有着重要的意义！你们会写多少教案课件范文呢？以下是小编收集整理的“九年级英语教案：When was it invented”，欢迎您阅读和收藏，并分享给身边的朋友！

学习目标:

学习一般过去时的被动语态和特殊疑问句。

教学重难点:

一般过去时态的被动语态

基本结构:助动词be(was / were)+及物动词的过去分词

A thief was caught last night.

They were asked to speak at the meeting.

肯定式:It was made.

否定式:It was not made.

疑问式:Was it made? No, it wasn’t Yes, it was

学习过程:

1. 情境导入:warm-up

A the students to be familiar with the words below according to the pictures on computer.

Telephone, calculator, car, personal computer, TV, electric light, light bulb, alarm, clock, microwave oven, electric slipper.

2. 自主学习:presentation

1) 教学When was the car invented? It was invented in……

Choose the three inventions of these and ask students to guess when each one was invented.

For example, you might choose car, telephone, and personal computer.

Have several different students guess and write the dates on the board. Ask the class to repeat the questions and answers.

[T=Teacher, S=Student]

T: When was the car invented ? (Class repeat.)

T: Good. Now Jackie, what was your guess?

S1: 1900

T: OK. Jackie, repeat after me. The car was invented in 1900.

Repeat the process with several different inventions.

At last, make students find out the real dates.

2) 教学Who were the light bulbs invented by? And what are they used for ?

呈现Edison and light bulbs的画面。

Tell the students Edison invented light bulbs.

Then ask the students to answer the questions below.

T: Who were light bulbs invented by? ( Class repeat )

T: Good. Now Class repeat after me. They were invented by Edison.

3. 合作探究:

1)教学 操练1a, 1c, 2c

学生看书本上1a的图画,根据图画,把1a, 1c, 2c中的语言点综合起来,叫学生相互间回答问题。并用刚刚学到的目标句型来操练。最后,抽查几对学生,让他们在全班面前,按要求进行对话。

2)教学1b, 2a, 2b

首先,帮助学生明确本题的要求。接着,听力练习,学生根据录音内容完成1b, 2a and 2b.

最后,重放一遍录音内容,学生跟读。

4、拓展创新:

Consolidation and Extension.

完成一个任务

A some students to read about an invention using an encyclopedia or other book from the library, or by looking up information on the Internet. Have the students write up a short report and draw a simple picture of the invention or bring in a photo of it. Ask each students to show the picture and read his or her report to the class.

5. 梳理知识:本单元主要学习了一般过去时的被动语态,包括其结构与用法。利用几项发明创造练习这一知识,最后用一篇小报告来完成写作练习。

6.达标测试:

(一)根据时间和人物写出发明物。

1) 1885____________ 2) 1876 ________________ 3) 1927____________

4) 1976 ________________5) Julie Thompson _________6) Chelsea Lanmon ______

(二)汉泽英

1)计算机是何时发明的?

2)谁发明了计算机?

3)计算机是用来做什么?

4)你认为什么是最有用的发明?

5)它能够给人们更多时间工作和玩。

典型例题解析: 1.--What a nice classroom! --It ____ every day.

A. is cleaning B. has cleaned C. must clean D. is cleaned

解析:推测这句话的意思应该是“它每天都被打扫”,考查被动语态的结构be + 动词的过去分词。因此答案应该选D。

2.I know Beijing well. I ____ there three times.

A .will go B. have been C. went D. have gone

解析:推测这句话的意思“我很了解北京,我去过那三次”。表示去过应该采用的时态是现在完成时,因此可排除A和C,区别have been和have gone,have been 去过;have gone 去了(还没回来)。因此应该选择B。

中考连接:

1.--Look at the sign on the right. --Oh, smoking ____ here.

A .doesn’t allow B. isn’t allowed C. didn’t allow D. wasn’t allowed

2. --Will you come to the dinner party? --I won’t come unless Jim ______.

A. can’t be invited B. was invited C. will be invited D.is invited

课后反思:

说一说这节课你学到了什么知识?

Unit 9 When was it invented?

Section B

教师寄语:Virtue never grows old. 美德永不老。

学习目标:

1、熟练掌握被动语态用法。

2、学会用被动语态表达对创造和发明事物的认识和看法。

教学重难点:主动语态被动语态

1.主动结构的宾语变为被动结构的主语;

2.主动结构的谓语动词由主动语态变为被动语态;

3.主动结构的主语变为介词by的宾语,组成介词短语,放在被动结构中谓语动词之后。在动作的执行者无须说明或不必强调时,by短语可以省略。

4.主动语态、被动语态两种时态要保持一致:

We repaired the motor.

The motor was repaired by us.

教学过程:

1.情境导入: Warm – up:

A the students to practice speaking.

A: When was …… invented ?

A: Who was it invented by ?

B: It was invented by ……

A: What is it used for ?

B: It is used for ……

2. 自主学习:Presentation.

1) 教学helpful, annoying

A students to give some examples to show what each word means. For example.

A vacuum cleaner is helpful. A very loud truck is annoying.

2) 教学3a

呈现alarm clock, light bulb, microwave over, tea, and so on的画面。Then ask the students the following questions.

T: Is the light bulb useful or annoying ? ( Opinions may differ. )

S1: I think it’s useful.

T: Why is it ?

S1: Well, it gives people more time to work and play every day.

Then ask the students to make a list of five helpful inventions and five annoying inventions on their own. Give the class about five minutes to do this.

3.合作探究: 教学 操练3b

A the students to work in pair the following talk using the target language.

A: What do you think is the most helpful / annoying invention?

B: I think the most helpful / annoying invention is ……

A: Why is that ?

B: Well, it gives people……

4. 拓展创新:Consolidation and Extension

Imagine that you are alone on a tiny island, Choose five inventions you would like to have on the island with you. Tell the group what you chose and why.

5. 梳理归纳:

本节课主要的内容是主动与被动语态的练习转换。

6.达标测试:

句型转换

&nbs

p; 1. She was seen to come out of the library by him.(变被动语态)

2. When are trees often planted?(变被动语态)

3. The League was founded in Guangzhou in 1922(就画线部分提问)

4. Did the students wear the school clothes a lot ?(变被动语态)

5. Kate took god care of the baby yesterday evening.(变被动语态)

6.His aunt bought him a bicycle.(变被动语态)

7.His aunt bought him a bicycle.(变被动语态)

典型例题解析:

1.老人们被照顾地很好。The old ______ ______ after well.

解析: 这个题主要考查被动语态的结构be + 动词的过去分词和应用,在本题中应该是be looked after.

2.You can use the box ______ the toys.

A. carry B. carrying C. to carry D. carried

解析:在这个题目考查一个短语的应用 use sth to do利用某物做某事,因此答案为C。

中考连接:

1.Although Tom failed the game, _____ he said he would try again.

A. \ B. and C. but D. because

2. I must practice _____ English, because it’s important while talking with a foreigner.

A. speak B. to speak C. speaking D.speaks

相关推荐

九年级英语When was it invented ?教案3

九年级英语Unit9

1.被动语态

(1).被动语态表示句子的主语是谓语动词所表示的动作承受者。

(2).被动语态基本结构：be+及物动词的过去分词

(如果是不用物动词，其过去分词应带有相应的介词)

(3).被动语态中的be是助动词，有人称、数和时态的变化。

一般现在时被动语态为：am/is/are+过去分词

一般过去时被动语态为：was/were+过去分词

与情态动词连用的被动语态：情态动词+be+过去分词

(4).被动语态中动作的发出者或执行者做介词by的宾语，放在句

末，by表示“由，被”的意思

如何理解被动语态？

为取胜更清晰、更深刻地理解被动语态的含义，可以将主动语态和被动语态的句子结构进行比较。

主动语态：主语+谓语动词+宾语+其他成分

被动语态：主语+be+过去分词+by+宾语+其他成分

如：ManypeoplespeakEnglish.

被动语态Englishisspokenbymanypeople.

2.本单元要掌握的句型见课本P69中的GrammarFocus

3.inventv.发明inventorn.发明家inventionn.发明可数名词

4.beusedfordoing用来做…(是被动语态)如：

Pensareusedforwriting.笔是用来写的。

Pensaren’tusedforeating.笔不是用来吃的。

5.给某人某样东西

givesth.tosb.如：Igaveapentohim.我给他一支笔。

givesb.sth.Igavehimapen.我给他一支笔。

6.allday整天

7.saltyadj.咸的saltn.盐

8.bymistake错误地如：

Itooktheumbrellabymistake.我不小心拿错了雨伞。

9.makesb./sth.+形容词使…怎么样Itmademehappy.它使我高兴

makesb./sth.+名词让…做…Itmademelaugh.它让我发笑

10.byaccident意外偶然Imetherbyaccidentatbusstop.

我在公共汽车站意外地见到了她。

11.not…until…直到…才做…如：

Ididn’tgotobeduntilIfinishedmywork.

我直到完成我的工作才去睡觉。

12.accordingto+名词根据…如：accordingtoanlegend

accordingtothisarticle根据这篇文章根据一个神话

13.overanopenfire野饮

14.leafn.叶子复数形式leaves

15.nearbyadj.附近的如：thenearbyriver

16.fallinto落入掉进如：Theleaffellintotheriver.叶子落入了河里。falldown摔倒如：Shefelldownfromherbike.

她从她自行车摔倒了。

17.quite非常adv.与冠词a连用时，冠词a必须放在它的后面

如：quiteabeautifulgirl一个漂亮的女孩

very非常adv.与冠词a连用时，冠词a必须放在它的前面

如：averybeautifulgirl一个漂亮女孩

注：当不与冠词a连用时，两者可以互用如：

Iamveryhappy.===Iamquitehappy.我非常高兴。

18.intheway这样

19.pleasedadj.表示外部因素引起人发自内心的欣慰和愉快

pleasantadj.愉快高兴指天气、时间、旅行令人高兴愉快

pleasev.使高兴使同意

20.battery—operatedadj.电池控制的

是名词+动词的运动分词构成的合成形容词

21.inthesixthcentury在第6世纪

22.travelaround周游

23.morethan===over超过如：

morethan300==over300超过300

24.includingprep.介词包括可以与名词和动名词连用

如:Sixpeople,includingababy,werehurt.

6个人包括一个小孩受伤了。

25.havebeenplayed被上演是现在完成时的被动语态

现在完成时的被动语态的结构：have/hasbeen+过去分词

26.beborn出生HewasborninCanada.他在加拿大出生

27.safetyn.安全safeadj.安全的

28.knockinto撞上(某人)

29.dividesth.into…将…划分成..

通常指将一个整体分成几个对应相对的部分如：

Let’sdivideourselvesinto4groups.让我们把我们自己划成4组。

30.sincethen自从那以后常与完成时态连用如：

Sincethen,IhaveleftBeijing.自从那以后，我已经离开了北京。

九年级英语When was it invented ?教案2

九年级英语Unit9

1.被动语态

(1).被动语态表示句子的主语是谓语动词所表示的动作承受者。

(2).被动语态基本结构：be+及物动词的过去分词

(如果是不用物动词，其过去分词应带有相应的介词)

(3).被动语态中的be是助动词，有人称、数和时态的变化。

一般现在时被动语态为：am/is/are+过去分词

一般过去时被动语态为：was/were+过去分词

与情态动词连用的被动语态：情态动词+be+过去分词

(4).被动语态中动作的发出者或执行者做介词by的宾语，放在句

末，by表示“由，被”的意思

如何理解被动语态？

为取胜更清晰、更深刻地理解被动语态的含义，可以将主动语态和被动语态的句子结构进行比较。

主动语态：主语+谓语动词+宾语+其他成分

被动语态：主语+be+过去分词+by+宾语+其他成分

如：ManypeoplespeakEnglish.

被动语态Englishisspokenbymanypeople.

2.本单元要掌握的句型见课本P69中的GrammarFocus

3.inventv.发明inventorn.发明家inventionn.发明可数名词

4.beusedfordoing用来做…(是被动语态)如：

Pensareusedforwriting.笔是用来写的。

Pensaren’tusedforeating.笔不是用来吃的。

5.给某人某样东西

givesth.tosb.如：Igaveapentohim.我给他一支笔。

givesb.sth.Igavehimapen.我给他一支笔。

6.allday整天

7.saltyadj.咸的saltn.盐

8.bymistake错误地如：

Itooktheumbrellabymistake.我不小心拿错了雨伞。

9.makesb./sth.+形容词使…怎么样Itmademehappy.它使我高兴

makesb./sth.+名词让…做…Itmademelaugh.它让我发笑

10.byaccident意外偶然Imetherbyaccidentatbusstop.

我在公共汽车站意外地见到了她。

11.not…until…直到…才做…如：

Ididn’tgotobeduntilIfinishedmywork.

我直到完成我的工作才去睡觉。

12.accordingto+名词根据…如：accordingtoanlegend

accordingtothisarticle根据这篇文章根据一个神话

13.overanopenfire野饮

14.leafn.叶子复数形式leaves

15.nearbyadj.附近的如：thenearbyriver

16.fallinto落入掉进如：Theleaffellintotheriver.叶子落入了河里。falldown摔倒如：Shefelldownfromherbike.

她从她自行车摔倒了。

17.quite非常adv.与冠词a连用时，冠词a必须放在它的后面

如：quiteabeautifulgirl一个漂亮的女孩

very非常adv.与冠词a连用时，冠词a必须放在它的前面

如：averybeautifulgirl一个漂亮女孩

注：当不与冠词a连用时，两者可以互用如：

Iamveryhappy.===Iamquitehappy.我非常高兴。

18.intheway这样

19.pleasedadj.表示外部因素引起人发自内心的欣慰和愉快

pleasantadj.愉快高兴指天气、时间、旅行令人高兴愉快

pleasev.使高兴使同意

20.battery—operatedadj.电池控制的

是名词+动词的运动分词构成的合成形容词

21.inthesixthcentury在第6世纪

22.travelaround周游

23.morethan===over超过如：

morethan300==over300超过300

24.includingprep.介词包括可以与名词和动名词连用

如:Sixpeople,includingababy,werehurt.

6个人包括一个小孩受伤了。

25.havebeenplayed被上演是现在完成时的被动语态

现在完成时的被动语态的结构：have/hasbeen+过去分词

26.beborn出生HewasborninCanada.他在加拿大出生

27.safetyn.安全safeadj.安全的

28.knockinto撞上(某人)

29.dividesth.into…将…划分成..

通常指将一个整体分成几个对应相对的部分如：

Let’sdivideourselvesinto4groups.让我们把我们自己划成4组。

30.sincethen自从那以后常与完成时态连用如：

Sincethen,IhaveleftBeijing.自从那以后，我已经离开了北京。

新目标初三英语教案When was it invented

老师会对课本中的主要教学内容整理到教案课件中，是认真规划好自己教案课件的时候了。只有规划好了教案课件新的工作计划，我们的工作会变得更加顺利！那么到底适合教案课件的范文有哪些？下面的内容是小编为大家整理的新目标初三英语教案When was it invented，仅供参考，希望能为您提供参考！

Whenwasitinvented教案

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)KeyVocabulary

invent

(2)TargetLanguage

Whenwasthetelephoneinvented?

Ithinkitwasinventedin1876.

2.AbilityObjects

(1)Teachthestudentstousethenewwords.

(2)Trainthestudentstotalkaboutthehistoryofinventions.

(3)Trainthestudentslisteningandspeakingskillswiththetargetlanguage.

3.MoralObjects

Manyimportantinventionshavechangedtheworldalot.Doyouknowtheinventorsofthem?Andwhenweretheyinvented?

Ⅱ.TeachingKeyPoints

1.KeyVocabulary

invent

2.TargetLanguage

Talkaboutthehistoryofinventions.

Ⅲ.TeachingDifficultPoints

1.Trainthestudentstotalkaboutthehistoryofinventions.

2.Trainthestudentstounderstandthetargetlanguageinspokenconversation.

Ⅳ.TeachingMethods

1.Listening.

2.Groupwork.

3.Pairwork.

Ⅴ.TeachingAids

1.Ataperecorder.

2.Somepicturesorrealobjectsoftheinventions.

Ⅵ.TeachingProcedures

StepⅠRevision

1.RevisethelanguagepointsinUnit9.AsksomestudentstosaysomethingaboutTinaandthestorieshappenedonAprilFoolsDay.EncouragethemtousethePastPerfectTense.

2.Checkthehomeworkbyaskingsomestudentstosharethesentencestheymadewiththeverbswiththeclass.

StepⅡ1a

Thisactivityreviewsvocabularyandintroducesnewvocabularywhichcanbeusedtotalkaboutinventions.

Readtheinventionstothestudents.

Callthestudentsattentiontothefivepictures.Tellthestudentsthatallofthesethingswereinventedinthelast150years.Pointtoeachpictureandletthestudentstellwhatitis.

Writethenamesofthefiveinventionsontheblackboard.

computer,car,calculator,telephone,TVset

Haveseveraldifferentstudentsguessandwritethedatesontheboard.

Asktheclasstorepeatthequestionsandanswerslikethis.

T:Whenwasthecomputerinvented?Classrepeat.

Ss:Whenwasthecomputerinvented?

T:Good.NowTom,whatisyourguess?

S1:1965.

T:OK.Tom,repeatafterme.Thecomputerwasinventedin1965.

T:Class,pleaserepeat.

Ss:Thecomputerwasinventedin1965.

Repeattheprocesswithseveraldifferentinventions.

Tellthechildrenthattheywillfindouttherealdatesaftertheycompletethelesson.

Afterthat,askthestudentsthequestionsbelow:

Questions:

1.Whichonedoyouthinkistheoldest?

2.Whichoneisthenewest?

3.Whichonedoyouthinkistheoldestorthefirstinvention?

4.Whichoneisthenewestorlastinvention?

Askdifferentstudentstoanswerthequestions.

Havethestudentslookattheexampleconversationinthebox.Asktwostudentstoreadthisconversationtotheclass.

A:Ithinkthetelephonewasinventedbeforethecar.

B.Well,Ithinkthetelephonewasinventedafterthecar.

Readtheinstructionsagaintothestudents.Remindthemtoremembertheinventionsfromfirsttolast.

Thenhavethestudentstalkaboutthefiveinventionsingroupsoffour,usingthesampleconversationasamodel.

Askseveralgroupstotelltheclasstheiranswers.Therestoftheclasslistentothemandshowtheyhavedifferentanswersbyraisingtheirhands.

Inthenextactivityyouwillfindouttherealdates.

StepⅢ1b

Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Getthewholeclasstoreadtheinstructiontogether.

Callthestudentsattentiontothefiveinventionsinthepicture.Askfivestudentstosaythenamesofthem.

Thenaskthemtoseethefivedateswithablanklineinfrontofeach.

Welllistentoagirlandawomantalkingaboutthefiveinventions.Theywilltalkaboutwhentheywereinvented.Listencarefullyandmatchtheinventionsandthedates.Writethecorrectletterinfrontofeachdateasthesamplegiven.Askthemtohavealookatthesampleanswer.Tellthemtheanswerinfrontof1876isd.Thatmeansthatthetelephone,whichisletterd,wasinventedin1876.Playtherecordingthefirsttime.Thestudentsonlylistenandtrytocatchthemainidea.

Playtherecordingasecondtime.Letthestudentsmatchtheinventionsandthedates.Checktheanswersbyaskingseveraltosaytheanswerstotheclass.

Ifsomeoftheanswersarehardtogetforthechildren,tellthemnottoworryandtheywillmakeitnext.

Thenplaytherecordingagain.Pauseaftereachsentenceandletthestudentsrepeat.Forsomedifficultsentences,getthestudentstorepeatseveraltimes.Besurethattheymakeeverythingclear.

Answers

d1876a1885e1927c1971b1976

Tapescript

Girl:Lifemusthavebeendifficultwhenyouwereakid.

Woman:Oh,notreally.Whydoyousaythat?

Girl:Well,youdidnthavemanymoderninventions.Like,youprobablydidnthaveatelephone,right

Woman:Ofcoursewedid!HowolddoyouthinkIam?Thetelephonewasinventedin1876.

Girl:Howaboutcars?Ibetcarswerentinventedyet.

Woman:Suretheywere.Carswereinventedin1885.Myfamilyhadacar.Ithinkyouneedtotakeahistoryclass,Alice.

Girl:Ha,ha!Well,didyouhaveaTV?

Woman:No,wedidnt.TheTVwasinventedaround1927,Ithink.Somefriendsofminehadone.Butinthosedays,TVswerereallyexpensive,andwecouldntaffordone.

Girl:AndIbetyoudidnthavecalculatorsandcomputersandstuff.ThatssomethingIdoknow.Welearnedinschoolthathand-heldcalculatorswereinventedin1971andpersonalcomputerswereinventedin1976.

Woman:Youreright.IdidnthavethosethingswhenIwasyoung.ButIdonow!

StepⅣ1c

Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.

ReadtheinstructionsandpointtothelistofdatesinActivity1b.

Youwillbetalkingaboutthedatesthingswereinventedwithapartner.

Callthestudentsattentiontotheexampleinthebox.Askapairofthestudentstoreadthisconversationtotheclass.

SA:Whenwasthetelephoneinvented?

SB:Ithinkitwasinventedin1876.

Writetheconversationontheblackboard.Thengetthestudentstopracticeinpairs,usingtheinformationinActivity1b.Tellthemtodoitlikethis:

StudentA,coversthedates.StudentsB,asksStudentAwhenthethingsinthepictureabovewereinvented.Thenchangerolesandpracticeagain.

Askseveralpairstosharetheirconversationswiththeclass.

StepⅤSummary

Inthisclass,wevelearnedtotalkaboutthehistoryofinventionswithpassivevoice.Wevealsodonesomelisteningpracticeinunderstandingthetargetlanguageinspokenconversation.Andwevedonemuchoralpractice,usingthetargetlanguage.

StepⅥHomework

1.WriteouttwoconversationsinActivity1a.

2.WriteouttwoconversationsinActivity1c.

StepⅦBlackboardDesign

Unit10Whenwasitinvented?

SectionA

TheFirstPeriod

1.Thenamesofthefiveinventions:

computer,car,calculator,telephone,TVset

2.Targetlanguage:

A:Whenwasthetelephoneinvented?

B:Ithinkitwasinventedin1876.

Whenwasitinvented教案2

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)KeyVocabulary

beusedfor,adjustable,heel,battery,operate,slipper,scoop,electric

(2)TargetLanguage

Whenwasthecarinvented?

Itwasinventedin1885.

Whoweretheyinventedby?

TheywereinventedbyJulieThompson.

Whataretheyusedfor?

Theyareusedforseeinginthedark.

2.AbilityObjects

(1)Trainthestudentslisteningskill.

(2)Trainthestudentscommunicativecompetenceusingthetargetlanguage.

(3)Trainthestudentstousethenewvocabulary.

Ⅱ.TeachingKeyPoints

(1)Listeningpracticewiththetargetlanguage.

(2)Makecommunicationswithtargetlanguage.

(3)Teachthenewvocabulary

Ⅲ.TeachingDifficultPoints

1.TeachingtheGrammarFocus.

2.Thelisteningpracticewiththetargetlanguage.

3.Makecommunicationswiththetargetlanguage.

Ⅳ.TeachingMethods

1.Listening

2.Pairwork

Ⅴ.TeachingAid

Ataperecorder

Ⅵ.TeachingProcedures

StepⅠRevision

1.Checkthehomework.

2.Revisethetargetlanguagelearnedlastclass.Getthestudentstoaskandanswerquestionsinpairslikethis:

SA:Whenwasthetelephoneinvented?

SB:Ithinkitwasinventedin1876.

Tellthemtoaskaboutallthefiveinventions.

StepⅡ2a

Thisactivityprovideslisteningpracticewiththetargetlanguageandreviewnewvocabularyaboutinventions.

Showthesenewwordsonascreenbyaprojector.

beusedfor用来做……

adjustableadj.可调整的

heeln.(鞋、袜等的)后跟;(足)跟

batteryn.电池

operatev.操作;作业

slippern.拖鞋

scoopv.用勺舀

n.勺子;球形勺;长柄勺

electricadj.电子的;电的

Pointtoeachoneandteachthemtoread.Doitseveraltimesuntilthechildrencanreadthemwell.

Askafewstudentstoreadthenewwords.Seeiftheycanreadeachwordcorrectly.

Askthestudentstoreadtheinstructionstogether.

Writethenamesoftheinventionsontheblackboard:

Shoeswithadjustableheels

batteryoperatedslippers

heatedicecreamscoop

Readthethreenamesoftheinventionsandthestudentsrepeat.Dosomeexplanationaswell.

Thenpointtothepictureofeachinventionandaskstudentswhattheythinkisinterestingaboutit.

Youllhearaboutsomeinterestinginvention.Pleaselistenandnumberthethreeinventionsintheorderthatyouhearthemintheconversation.Writeanumberinfrontofeachinventiontoshowwhatorderyouhearaboutthem.

Playtherecordingthefirsttime,studentsonlylisten.Thenplaytherecordingagain.Askthestudentstowriteanumberoneachshortlineinfrontofeachinvention.

Checktheanswersbyaskingastudenttotelltheanswers.

Answers

Theinventionsshouldbenumberedinthisorder:

312

Tapescript

Boy:Whatarethose?

Girl:Theyrebattery-operatedslippers.

Boy:Whataretheyusedfor?

Girl:Theyreusedforseeinginthedark.

Boy:Oh,thatscool!Whoweretheyinventedby?

Girl:JulieThompson.Andlookatthisheatedicecreamscoop.

Boy:Iknowwhatitsfor!Itsusedforscoopingoutreallycoldicecream.

Girl:Right.ItwasinventedbyChelseaLanmon.

Boy:Myfavoritearethoseshoeswithadjustableheels.Youknow—youcanmovetheheelsupanddown.TheywereinventedbyJayceCoziarandJamieEllsworth.

Girl:Andwhataretheyusedfor?

Boy:Well,youcanchangethestyleofyourshoes.Youcanmaketheshoesgofromcasualtodressy.

StepⅢ2b

Thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage.

Getthestudentstoreadtheinstructionstogether.Besurethateachstudentknowswhattodo.ReadthethreeheadingsInventions,whowasitinventedby?andwhatisitusedfor?

Thenreadtheinformationundereachheading.Dosomeexplanationifnecessary.

Youllhearthesamerecordingagain.

Pleaselistencarefullytowhatthepeoplearesayinganddrawlinestomatchitemsinthechart.

Callthestudentsattentiontothethreepartsamplegiveninthechart.Readittotheclassandexplainitlikethis:

ThesamplemeanstheshoeswithadjustableheelswereinventedbyJayceCoziarandJimieEllsworth.Theyareusedforchangingthestyleofashoe.

Afterthat,playtherecordingagainandthestudentsdrawlinestomatchtheitemsinthethreecolumns.

Checktheanswersbyaskingthreedifferentstudentstoreadtheiranswerstotheclass.

Atlast,playtherecordingforanothertimeandpauseaftereachsentence.Thestudentsrepeatafteritsentencebysentence.Dosomeexplanationifnecessary.Makesurethateveryoneunderstandsallthedetailsabouttheconversation.

Answers

shoeswithadjustableheels—JayceCoziarandJamieEllsworth—changingthestyleofashoe

battery—-operatedslippers—Julie

Thompson—seeinginthedark

heatedicecreamscoop—ChelseaLanmon—scoopingreallycoldicecream.

StepⅣ2c

Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Readtheinstructionstothestudents.

Askapairofthestudentstoreadthesampleconversation.

SA:Whataretheyusedfor?

SB:Theyreusedforseeinginthedark.

Getthestudentstoaskaboutthethreeinventionsfirst,usingtheinformationinthechartinActivity2b.

ThenletthemroleplaytheconversationsusingtheinformationinthechartinActivity2c.

GetthemtomaketheirownconversationsusingtheinformationinthechartinActivity2clikethis:

(Pointingtotheinventions)

A:Whatarethese?

B:Theyarebattery-operatedslippers.

A:Whataretheyusedfor?

B:Theyareusedforseeinginthedark.

A:Whoweretheyinventedby?

B:TheywereinventedbyJulieThompson.

Askthestudentstoworkinpairs.Movearoundtheclassroomcheckingprogressandprovidinghelpifneeded.

Checktheanswersbycallingondifferentpairstosaytheirconversationsfortheclass.

StepⅤGrammarFocus

ThisactivityintroducesthetargetlanguagewiththePassiveVoice.

Callthestudentsattentiontothesentencesinthegrammarbox.

Askfourpairsofthestudentstoreadthequestionsandanswersinthegrammarbox.

SA:Whenwasthecarinvented?

SB:Itwasinventedin1885.

SA:Whenwereelectricslippersinvented?

SB:Theywereinventedlastyear.

SA:Whoweretheyinventedby?

SB:TheywereinventedbyJulieThompson.

SA:Whatweretheyusedfor?

SB:Theywereusedforseeinginthedark.

Writethemontheblackboard.

Letthestudentthinkaboutthestructuresofthesesentences.

Tellthemthatwhenthesubjectofthesentenceisthedoer,wehavetousebeplusapastparticipleasthepredicateofthesentence.

Circlethewordswasandwereinallthesentences.

Ask:Whendoweusewasinthequestions,andwereinthequestions?

Underlinethesingularnounsandpluralnouns.

Singularitemslikecarusethesingularverbwas.Pluralitemslikeslippersusethepluralverbwere.

Circlethewordinventedinallthesentences.

Youalwaysuseapastparticiplewhenyouusewasplusaverborwereplusaverb.Andyoucantellthedoerwithby.Saysomethingaboutbeusedfortothechildren.

StepⅥSummary

Inthisclass,wevedonesomelisteningandwritingpracticewiththetargetlanguage.Wevealsodonesomeoralpracticeinpairs.AndwevediscussedthePassiveVoiceaswell.

StepⅦHomework

1.Trytorememberthenewvocabularyonpage77.

2.Writedowntwoconversationsinactivity2c.

StepⅧBlackboardDesign

Unit10Whenwasitinvented?

SectionA

TheSecondPeriod

1.Thenamesoftheinventionsandanswersofactivity2a:

3shoeswithadjustableheels

1batteryoperatedslippers

2heatedicecreamscoop

2.TargetLanguage:

A:Whenwasthecarinvented?

B:Itwasinventedin1885.

A:Whenwereelectricslippersinvented?

B:Theywereinventedlastyear.

A:Whoweretheyinventedby?

B:TheywereinventedbyJulieThompson.

A:Whataretheyusedfor?

B:Theyreusedforseeinginthedark.

Whenwasitinvented教案3

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)KeyVocabulary

bulb,lightbulb,microwave,oven,microwaveoven,island

(2)TargetLanguage

Whatisthemicrowaveovenusedfor?

Itisusedforcooking.

2.AbilityObjects

Trainthestudentswritingandspeakingskillswiththetargetlanguage.

3.MoralObjects

Ifyouarealoneonatinyisland,whatinventionswouldyouliketohaveontheislandwithyou?

Ⅱ.TeachingKeyPoints

1.Talkaboutthehelpfulinventionsandannoyinginventions.

2.Guidethestudentstodiscusstheiropinionsontheinventions.

Ⅲ.TeachingDifficultPoints

1.Discusstheopinionsontheinventions.

2.Usethetargetlanguagetodescribetheinventions.

Ⅳ.TeachingMethods

1.Pairwork

2.Groupwork

Ⅴ.TeachingAids

Somepicturesofthehelpfulinventionsandannoyinginventions.

Ⅵ.TeachingProcedures

StepⅠRevision

1.Revisethethreeinventionstalkedlastclass.Askaboutthenamesofthethreeinventions.Helpthestudentsanswer:

shoeswithadjustableheels

battery-operatedsneakers

heatedicecreamscoop

Thenaskthetwoquestionsbelowoneachinvention:

a.Whowasitinventedby?

b.Whatisitusedfor?

2.RevisethetargetlanguagewiththePassiveVoiceinGrammarFocusbyaskingseveralonestoreadthesentences.

3.Checkthehomework.Dictatethewordsbelow:

bulb,lightbulb,microwaveoven,island

StepⅡ3a

Thisactivityprovidespracticewithlistening,speaking,readingandwritingusingthetargetlanguage.

Callthestudentsattentiontothethreepicturesofthreeinventions.

Teachthemtoreadthenamesoftheinventions.Doitlikethis:

T:Lookatthefirstpicture,please.Wecanseethenameunderthepicture.

Nowreadafterme,alarmclock.

Ss:Alarmclock.

Dothesamewithlightbulbandmicrowaveoven.

Thenreadtheinstructionstothestudents.

Explainhelpfulinventionsandannoyinginventionstothestudentslikethis,showingapictureofavacuumcleaner,

Avacuumcleanerishelpful.

Thenshowapictureofatrucktotheclass.

Averyloudtruckisannoying.

Thenletthestudentslookatthethreepicturesinthetextbook.

Askthesequestionsoneachinvention:

1.Isthisinventionusefulorannoying?

2.Whatisitusedfor?

Thenaskthewholeclassaskandanswerthetwoquestionsaboveinpairs.

Readtheinstructionstothestudentsagain.

Pointtothechartinthetextbook.Tellthestudentstofillintheblankswithotherhelpfulandannoyinginventionsontheirown.

Givetheclassaboutfiveminutestodothis.Astheywork,movearoundtheroomprovidingsomenamesofinventionstothemandansweringquestionsasnecessary.

Pointoutthesampleanswerintheboxbeforetheystartwriting.

Aftertheyhaveallfinished,asksomestudentstoreadtheiranswerstotheclass.

Thengetthestudentstoworkwiththeirpartners.Haveeachstudenttalkabouttheirlistwithanotherstudent,askingeachotherquestions.Forexample,

Whatisyourfirsthelpfulinvention?Whydoyouthinkitishelpful?

Sampleanswers

HelpfulInventionsAnnoyingInventions

1.bike1.recorder

2.TVset2.guitar

3.computer3.tractor

4.plane4.loudspeaker

5.umbrella5.mobilephone

StepⅢ3b

Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.

Askthestudentstoreadtheinstructionstogether.

Ithinkthemosthelpfulinventionisthecomputerbecauseithaschangedtheworldalot.

Thenaskapairofthestudentstomodelthesampledialogue:

SA:Whatdoyouthinkisthemosthelpfulinvention?

SB:Ithinkthemosthelpfulinventionisthelightbulb.

SA:Whyisthat?

SB:Well,itgivespeoplemoretimetoworkandplayeveryday.

Correctanypronunciationerrors.Makesuretheyareprovidingagoodmodel.Writetheconversationontheblackboard.

Afterthat,gettheclasstoworkinpairsandcompletethework.

PleasediscussyouropinionsinActivity3awithyourpartnernow.

Asksomeonestotelltheclassabouttheirpartnersopinionsandreasons.Theymaysaylikethis:

ZhangMingthinksthemosthelpfulinventionisthecarbecauseitmakesourtraveleasier.

StepⅣPart4

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Askthestudentstoseethepicturefirst.Andencouragesomestudentstodescribeit.Theymaysaylikethis:Themanisaloneonatinyisland.Heissittingunderatreeandthinking.Whatcanheseearoundtheislandiswater.

Thenreadtheinstructionstotheclass.Dosomeexplanationifnecessary.Makesureeachstudentcanunderstandtheinstructionsandknowwhattodo.

Telltheclasstodiscussingroupsoffour.

Imaginethatyouarealoneonatinyislandandyouhadevergotachancetochoosefiveinventionsyouwouldliketohaveontheislandwithyou.Eachgrouphastotellwhatyouchooseandwhy.

RemindthemthattheycanusealltheitemsmentionedinActivities1a,1b,2aand3a.Andtheycanalsouseanyotheritemstheycanthinkofastheytalktotheirpartners.Tellthemtousethestatementintheboxasthebeginning.

Asktwostudentstoreadittotheclass.

SA:IdliketohavearadiobecauseIcouldlistentomusicallday.

SB:Yes,butthatsnotgoingtohelpyouleavetheisland.Ithinkitwouldbebettertohave…

Havethestudentsworkingroupsoffour.Movearoundtheclassroomandhelpingstudentsasnecessary.

Askeachgrouptosharetheirstatementswiththeclass.Comparetheirinventionsanddecidewhichonesarethemosthelpful.

Sampleconversation:

A:IdliketohavearadiobecauseIcouldlistentomusicallday.

B:Yes,butthatsnotgoingtohelpyouleavetheisland.1thinkitwouldbebettertohaveamobilephone.Soyoucancontactanyonewhocansaveyou.

C:Idontagreewithyou.Ithinkyoushouldchooseacomputer.Itwillhelpyoutoaskforhelpfromallovertheworld.

D:…

StepⅤSummary

Inthisclass,wevelearnedmoreabouttheinventions.Andwevedonemuchoralpracticetalkingabouttheinventions.

StepⅥHomework

1.Rememberthenewwordsonpage78.

2.WritedowntheconversationsinActivity3b.

3.WritedowntheconversationinActivity3c.

StepⅦBlackboardDesign

Whenwasitinvented教案4

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)KeyVocabulary

sweet,salty,crispy,sour,potato,chip,mistake,bymistake.thin,intheend,chef,sprinkle

(2)TargetLanguage

Didyouknowpotatochipswereinventedbymistake?

No,Ididntknowthat.Whoinventedthem?

2.AbilityObjects

(1)Trainthestudentsreading,writing,speakingandlisteningskillswiththetargetlanguage.

(2)Trainthestudentstousethenewvocabulary.

3.MoralObjects

Doyouenjoyeatingthepotatochips?Haveyoueverthoughtofthehistoryofthechips?

Ⅱ.TeachingKeyPoints

1.Trainthestudentsreading,writing,speakingandlisteningskillswiththetargetlanguage.

2.Teachthestudentstousethenewvocabularycorrectly.

Ⅲ.TeachingDifficultPoints

Dothelisteningpractice.

Ⅳ.TeachingMethods

1.Listening

2.Pairwork

Ⅴ.TeachingAids

1.Ataperecorder

2.Somebagsofpotatochips.

Ⅵ.TeachingProcedures

StepⅠRevision

1.Checkthehomeworkbyaskingsomechildrentoreadtheirconversationstotheclass.

2.Asksomequestionsabouttheinventions.Forexample.whatdoyouthinkisthemosthelpfulinvention?

3.Dictatethewordsbelow:

bulblight,microwaveoven,island.

StepⅡ1a

Thisactivityintroducesnewvocabulary.

First,showthenewvocabularyonthescreenbyaprojector.

sweetadj.甜的;含糖的

saltyadj.咸的;含盐的

crispyadj.脆的;易碎的

souradj.酸的;酸味的

potaton.土豆

chipn.(食物等)片

mistaken.错误;过失;误解

bymistake错误地

thinadj.薄的;细的

intheend最后;终于

chefn.厨师

sprinklev.撒(粉末状物);洒(液体)

Pointtoeachwordonthescreenandteachthestudentstoreadonebyone.Doitseveraltimesuntilthechildrencanreadthenewwordsfluently.

Readtheinstructionstotheclass.

Pointoutthefouradjectivesontheleft.Havethemreadthefourwordstogether.Thenasksomedifferentstudentstoreadthem.ThenaskthestudentstotrytotellthemeaningofeachwordinEnglishintheirownwords,orgivesomeexamplesoffoodsthatshowwhateachwordmeans.

Forexample,helpthestudentsexplainitlikethis:

Sweetisusedfordescribingsomethingthattasteslikesugarorhoney.Itstheoppositewordofsour.

Afterthat,askthestudentstotellthenamesofthefoodsinthepictures—potatochips,lemon,icecream,tea.

Pleasechoosethewordsintheboxtodescribehowthefoodinthepicturestastes.Writethemunderthecorrectpictures.Notethatsomepictureshavemorethanoneword.

Tellthemtoseetheexampleanswerbeforewriting.

Afterawhile,checktheanswersbyaskingseveralstudentstoreadtheiranswerstotheclass.

Answers:

potatochips:crispy,salty

lemon:sour

icecream:sweet

tea:sweet

Optionalactivity

Bringsomefoodsthattastesweet,crispy,saltyandsourtotheclass.Havesomestudents,oneatatime,tastelittlepiecesofeachfood.Thenreporthowthefoodstastetotheclasswiththenewadjectives,sweet,crispy,saltyandsour.Studentsmayonemorethanonewordtodescribesomefoods.

StepⅢ1b

Thisactivityprovidespracticeusingthenewvocabularyandwritingfamiliarwords.

Askthestudentstoreadtheinstructionstogether.

Pointoutthefourtastewords.Thenpointtothesampleanswergiven.

Pleasewritethenameofadifferentfoodaftereachword.

Youcanwritethenameofanyfoodyouknowintheblank.Canyouthinkofothersweetfoodnow?(apple,orange,etc.)

Askthestudentstocompletetheactivityontheirown.

Aftertheyallfinishwriting,asksomestudentstoreadtheiranswerstotheclass.

Checktheanswerswiththewholeclass.

Answers:

Answerswillvarybutmayinclude:

sweet:apple,orangejuice,soda,cake,honey

crispy:frenchfries,salad,lettuce

salty:frenchfries,olives,pepperoni,pizza,popcorn

sour:pickle,grapefruit

StepⅣ2a

Thisactivitygivesstudentspracticeunderstandingthetargetlanguageinspokenconversation.

Letthestudentsreadtheinstructionstogether.Besurethattheyallknowwhattodo.

Callthestudentsattentiontothesixsentencesinthebox.Asksixdifferentstudentstoreadthemanddosomeexplanationintheirownwordsoneachsentence.

Afterthat,getthestudentstoguesswhattheywillhearabout.

Maybesomeonecananswerlikethis,wemaylistentosomethingaboutthepotatochips.Showsomebagsofpotatochipstothemorevenletsomechildrentastethechips.

Yes.Youllhearastoryabouttheinventionofthepotatochips.Pleaselookatthefirstsentencenow.Itisasampleanswergiven.Thestatementistruesotheletter

Tiscircled.

Thenplaytherecordingfirst.Studentsonlylisten.

Playtherecordingagain.AskthechildrentolistenandcircleTfortrueorFforfalse.

Checktheanswerswiththewholeclass.

Answers

1.T2.F3.T4.F5.F6.T

Tapescript

Boy1:Hey,didyouknowthatpotatochipswereinventedbymistake?

Boy2:Really?Whatdoyoumean?

Boy1:Well,hereonthebagitsaysthattheywereinventedbyachefcalledGeorgeCrum.

Boy2:Whenwasthat?

Boy1:Oh,itwaswaybackin1853.

Boy2:So,whywasitanaccident?

Boy1:Well,onedayacustomerintherestaurantwhereGeorgeworkedsentbackhisplateoffriedpotatoesbecausehesaidtheywerecuttoothick.

Boy2:Sowhathappened?

Boy1:Well,Georgewasinabadmood,sohecutthepotatoesreally,reallythin,andhecookedthemforalongtimeuntiltheywerecrispy.Andhesprinkledlotsofsaltonthemsotheywerereallysalty.Hethoughtthecustomerwouldhatethem.

Boy2:And?

Boy1:Andthecustomerlovedthemandaskedformore.Hetoldtheothercustomersaboutthem,andsooneveryonewasorderingthinlysliced,crispy,saltypotatochips.

Boy2:Andwerestilleatingthemtoday.Whatacoolstory!

Boy1:Yeah.

StepⅤ2b

Thisactivitygivesstudentspracticeinunderstandingandwritingthetargetlanguage.

Getthestudentstoreadtheinstructionstogether.

Pointtotheblanksinthesentencesinthestoryandtellthemtocompletethesentenceswhiletheyarelistening.

Youlllistentothesamerecordingagain.BeforeIplaytherecording,pleasetrytogivetheanswersbymemory,orjustbyguessing.

Itdoesntmatterwhetheryouranswersarerightorwrong.

Afterawhile,havethestudentsgetreadytolisten.

Playtherecordingagain.Askthestudentstofillintheblankswiththewordstheyhear.

Getseveralstudentstosharetheiranswerswiththeclass.Correcttheanswerswiththewholeclass.

Answers

1.Didyouknow2.wereinvented3.18534.werecrispy5.reallysalty

StepⅥ2c

Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Playtherecordingofthehistoryofchipsagain.Pauseforthestudentstorepeatafterit.Getthestudentstoreadafterthetapeatleasttwice.Tellthemtotrytheirbesttocopythepronunciationoftherecording.

Readtheinstructionstotheclass.Tellthemthattheywillrole-playtheconversation,usingtheinformationfromtheactivitiesinActivity2aandActivity2b.

Askapairofthestudentstoreadthemodelconversationinthebox.

SA:Didyouknowpotatochipswereinventedbymistake?

SB:Wow,Ididntknowthat.Whoinventedthem?

SA:TheywereinventedbyachefcalledGeorgeCrum.

Writetheconversationontheblackboard.

Thenaskanotherpairtomakeaconversationorcontinuethemodelconversation.

Theymaysaylikethis;

A:Didyouknowpotatochipswereinventedbymistake?

B:Wow,Ididntknowthat.Whoinventedthem?

A:TheywereinventedbyachefcalledGeorgeCrum.

B:Whywasitanaccident?Canyoutellmethestory?

A:Well,onedayacustomerintherestaurantwhereGeorgeworkedsentbackhisplateoffriedpotatoesbecausehesaidtheywerecuttoothick.

B:Whathappenednext?

A:SoGeorgewasunhappy,hecutthepotatoesreallythin,andhecookedthemforalongtimeuntiltheywerecrispy.Hesprinkledlotsofsaltonthemsotheywerereallysalty.Hethoughtthecustomerswouldhatethem.

B:Goahead,please.

A:Andthecustomerlovedthemandaskedformore.

B:Whatacoolstory!

StepⅦSummary

Inthisclass,wevelearnedtodescribehowfoodtasteswithsomenewadjectives.Andwevedonemuchlisteningpracticeonthetargetlanguage.Atlast,wedidsomeoralpracticebymakingourownconversations.

StepⅧHomework

1.Trytorememberthenewwordslearnedtoday.

2.WriteouttheconversationthatyoumadebyyourselvesinActivity2c.

StepⅨBlackboardDesign

Unit9Whenwasitinvented?

SectionB

TheFourthPeriod

TargetLanguage:

A:Didyouknowpotatochipswereinventedbymistake?

B:Wow,Ididntknowthat.Whoinventedthem?

A:Theywere,inventedbyachefcalledGeorgeCrum.

Whenwasitinvented教案5

Ⅰ.TeachingAimsandDemands

1.KnowledgeObjects

(1)KeyVocabulary

byaccident,beverage,thousand,according,accordingto,ancient,legend,emperor,boil,fire,leaf,nearly,fallinto,remain,notice,produce,pleasant,smell,taste,inthisway,metal,pie,flyingdisk,bakery,Bridgeport,Connecticut,throw,special

(2)Thereadingpassageabouttea.

(3)Thewritingpassageabouttheflyingdisk.

2.AbilityObjects

(1)Trainthestudentsreadingskillonhowtoanswerthequestions.

(2)Trainthestudentswritingskillbywritinganarticle.

(3)Trainthestudentsspeakingskill.

3.MoralObjects

Chinaisamongtheleadingcountriesinteaproductionintheworld.Letslearnsomehistoryabouttheinventionoftea.

Ⅱ.TeachingKeyPoints

1.Thereadingpassageabouttea.

2.Lotsofnewwords.

3.Thewritingpracticeontheinventionoftheflyingdisk.

Ⅲ.TeachingDifficultPoints

1.Toteachthestudentssomanynewwordsinasingleclass.

2.Tohelpthestudentsunderstandthereadingpassage.

3.Todirectthestudentstowritethearticle.

Ⅳ.TeachingMethods

1.Understandingthepassagebyansweringthequestions.

2.Doingwritingpracticebywritingsimilararticlestothemodelone.

3.Pairwork.

Ⅴ.TeachingAids

1.Somerealdifferentkindsofteaandarealflyingdisk.

2.Aprojector.

Ⅵ.TeachingProcedures

StepⅠRevision

1.Revisethehistoryofchipsbyaskingthefollowingquestions;

Werethepotatochipsinventedbymistake?

Whenweretheyinvented?

Whoinventedthepotatochips?

Howwerethepotatochipsinvented?

2.Dictatethewordsbelow:

sprinkle,chef,intheend,bymistake,potatochips,crispy,salty,sweet,sour,thin.

3.Checkthehomework.

StepⅡ3a

Thisactivityprovidesreadingpracticeusingthetargetlanguage.

First,showthenewwordsinthereadingpassageonascreenbyaprojector:

byaccident偶然;意外

beveragen.饮料

thousandn.一千;许多

accordingadj.相符的;一致的

accordingto根据……;按照

ancientadj.古代的;古老的

legendn.传说;传奇故事

emperorn.皇帝;君主

boilv.煮沸;烧开

firen.火;炉火

leafn.叶;树叶(pl.leaves)

nearbyadj.临近的;附近的

adv.在附近

fallinto落入;陷入

remainv.保持;剩余;残余

noticev.注意到

n.注意;通知

producev.生产;制造;产生

pleasantadj.舒适的;令人愉快的

smelln.气味;嗅觉

tastev.尝;品尝

inthisway这样

Pointtoeachwordonthescreenandteachthechildrentoreadit.Doitseveraltimesuntilthestudentscanreadeachwordcorrectly.Asksomestudentstoreadthewordstotheclasstoseeiftheycanpronounceeachwordcorrectly.

Askthestudentstoreadtheinstructionstogether.

Pointtothetitleofthepassageandsaylikethis,showingabagofteatotheclass,wevelearnedthehistoryofchips.Nowthereisapassageabouttheinventionoftea.Pleasereadthearticlesilentlybyyourselvesnowandwriteouttheanswerstothequestionsbeneaththearticle.

Readthesefourquestionstotheclass:

1.Whatisthearticleabout?

2.Whenwasitinvented?

3.Whowasitinventedby?

4.Howwasitinvented?

Tellthemtoreadthearticleatleasttwice.Theycantrytocatchthemainideathefirsttimeandanswerthequestionsthesecondtime.Tellthemtocircleanywordsorphrasesthattheydontunderstand.

Askfourdifferentstudentstoreadtheiranswerstotheclass.Thenasksomeotherstodecideiftheiranswersareright.Anyoneintheclasscanprovidehisorherdifferentanswerstotheclass.

Checktheanswerswiththeclass.

Thenencouragethechildrentoaskquestionsonthewordsorphrasesthattheydontunderstand.Askotherstudentstoexplainordefinethenewwordsintheirownwords,butmakesurethattheycanbeunderstood.

Havethechildrencorrecttheiranswersinwritingandreadthearticleloudlyseveraltimes.

Answers

1.Thearticleisabouttheinventionoftea.

2.Itwasinventedoverthreethousandyearsago.

3.ItwasinventedbytheChineseemperor,ShenNong.

4.Itwasinventedbyaccident.

StepⅢ3b

Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

Askthewholeclasstoreadtheinstructionstogether.

ThenshowarealflyingdisktothechildrenandtellthechildrenthenameofthetoyisaflyingdiskinEnglish.

Youllhavetowriteanarticleusingthenotesinthebox,Thearticlewilltellhowtheflyingdiskwasinvented.Atfirst,letsgooverthenotesinthebox.Therearesomenewwords.

Gooverthenoteswiththeclass.Pointoutthenewwords.Teachthemtoreadanddosomeexplanationatthesametime.Makesurethatallthestudentsmakeeverythinginthenotesclear.

Thenaskthechildrentolookatthecontentsandthepictureintherightbox.

Lookatthepictureintherightbox.Wecanseeaflyingplateintheanimalsmouth.Andthetitleofthearticlehasbeengiven—Frompieplatetoflyingdisk.Alsothefirstsentencehasalreadybeengiventous.Letsreadthetitleandthefirstsentencetogethernow.

Havethestudentsreadtogether.

Findouthowthewritercombinedthephrasesinthenotesintoonesentenceandtrytosayoutthenextsentence.

Letthemthinkforawhile.Thenaskseveralonestosaytheirsentencestotheclass.Thesentenceswillvary,buthavetobecorrectandmeaningful.

Forexample,someonemaysaylikethis:

TheoriginalflyingdiskwasreallyametalpieplatefromabakeryinBridgeport,Connecticut.

Thenaskthechildrentomaketheirownsentenceswiththenotesgivenandnotetosayoutthesentencesinproperordertobeanarticle.Letthemworkinpairs,listentoandhelpeachother.

Afterthat,getthestudentstowritetheirownarticles.Morearoundtheclassroomwhiletheyarewriting,checkingprogressandofferinghelpasnecessary.

Next,askseveralstudentstosharetheirarticleswiththeclass.

Correctthemistakestheymayhavemade.

Iftimepermits,getthestudentstoworkinpairsandcheckeachothersarticle.

Samplewriting:

Theflyingdiskisatoywhichwasinventedbyagroupofcollegestudents.Itwasinventedinthe1950s.

Infact,thestudentsdidntinventit.Theyjustdiscoveredit.TheoriginalflyingdiskwasreallyametalpieplatefromabakerynamedBridgeportinConnecticut.Thestudentstherelikedtoeatthebakeryspies.Andthentheythrewthepieplatesaround.Acompanybeganmakingplasticdisk.Nowthereareflyingdiskclubs,aflyingdiskmagazine,andevenanationalflyingdiskfestivalinSeptember.Dontyouthinkitsamazingthatallthisstartedfromapieplate?

StepⅣ4a

Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

Readtheinstructionstothestudents.

Thereisalwayssomethingthatwehatedoing.Forexample,Ihatecleaningtheblackboard.Whataboutyou?

Thenasksomechildrentosaythethingstheydontlikedoingtotheclass.

Afterthat,continuesaying.Nowpleasethinkofaninventionthatcouldhelpyou.Forme,Iwanttoinventaself-cleaningboardwithsomethinglikeacarswindsheldwipers.ThenIwouldneverneedtocleantheblackboardmyself.Whataboutyou?

Getthestudentstodiscussthethingstheyhatedoingandtheinventionsthatcouldhelpthem.Letthemworkinpairs.Thencallthechildrensattentiontothechartontheright.

Getthemtolookatthesampleanswerandtrytocompletethechartfirst.

Asksomechildrentogivetheiranswerstotheblanksofuseandprice.Suchas,Use:towritetestsinsteadofmebylisteningtome

Price:onehundredyuanperpen

Thengetthestudentstofillinthechartwiththedetailsoftheirowninventions.Dontreviewthetask.Itwillbedoneinthenexttask.

StepⅤ4b

Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.

Readtheinstructionstotheclass.

Getthestudentstoaskandanswerquestionsabouttheirinventionsinpairsfirst.Askapairtomakeamodelconversationbeforethewholebeginpracticing.Forexample,theymaysaylike,

(B—Businessperson,I—Inventor)

B:Excuseme,whatinventionwasinventedbyyou?

I:Aspecialpen.

B:Whatisitusedfor?

I:Itisusedforwritingtests.Whilethetestison,thepencanwritetestsinsteadofpersonsaccordingtowhatitsownertellsit.

B:Wow.thatsgreat.Howmuchwouldyouliketosellitfor?

I:IhopeIcanget100yuan.

B:OK.Iwilltrytosellittotheclass.Afterthat,letthestudentsworkinpairs.Imagineoneisabusinesspersonandtheotherisaninventorwhiletheyarepracticing.

Askseveralpairstosharetheirconversationswiththeclass.

Thentellthemtolookatthemodelconversationinthebox.

Askonestudenttoreadtheconversationbelowtotheclass:

A:ThisspecialpenwasinventedbyZhengJie.Ithasthreecoloursanditisusedforwritingtests.Itcanlistenandwritewhilethetestison.Itis100yuan.Isanyoneinterestedinit?

Thenasksomeotherstosharetheirpresentationswiththeclass.

Theyhavetostatethereasonforbuyingthem.

Thentheclassvotesforthemostpopularinventiontheywanttobuy.

StepⅥSummary

Inthisclass,wevereadanarticleabouttheinventionoftea.Wevealsowrittenanarticleabouttheinventionoftheflyingdisk.Wevedonemuchreading,writing.listeningandspeakingpracticeusingthetargetlanguagethroughgroupwork.

StepⅦHomework

1.Reviewthenewwordslearnedtoday.

2.Rewritethearticle—Frompieplatetoflyingdisk.Preparetohandinitnextclass.

3.Writeoutthepresentationinactivity4b.

StepⅧBlackboardDesign

Unit10Whenwasitinvented?

SectionB

TheFifthPeriod

AnswerstothequestionsinActivity3a:

1.Thearticleisabouttheinventionoftea.

2.ItwasinventedbytheChineseemperor,ShenNong.

3.Itwasinventedbyaccident.

SuggestedanswersforActivity4a:

Problem:writingtests

Newinventions:apenthatlistensandwrites

Use:writingtestsinsteadofpersonsbylisteningtotheowner

Price:onehundredyuanperpen

文章来源：http://m.jab88.com/j/106434.html

更多