Unit 1 When was it invented 单元备课
【学习内容】Grammar Focus, 3a, 3b and 4 of Unit 1 When was it invented
【学情分析】本节课 学习任务是完成课文Grammar Focus, 3a, 3b and 4 部分的学习。本单元要求学会谈论重要发明的历史及用途，然后针对各项发明的用处及特点，发表自己的看法，并说明理由。话题一直是围绕着历史上和日常生活中的重要发明，通过使用“Passive Voice”形式的句型，循序渐进地展开讨论。课本设计的活动情景能够自然地引发学生的好奇心，大家积极地投入到话题讨论中，寓教于乐，容易引起学生的兴趣；同时，它也有利于开阔学生的思路，培养创造精神，展开丰富的想象力，人人都能成为“小发明家”。
学生在第一课时学习了本单元的Section A 中的1a至2c部分，基本能听懂、会说本单元要求掌握的部分重要词汇；在图片，相关信息等提示的帮助下，能较好地运用重要句型和掌握主动语态和被动语态及相互转换。但是本班的学生两极分化比较严重，有一部分学生基础知识不牢固，前面提到的学过的单词和句型就忘得差不多了，特别是对于课文中的语法—主动语态和被动语态，被动语态的一般现在时和一般过去时混为一谈。
所以教师在课堂教学中应面向整体，及时复习相关的知识，包括重要词汇和句型，前后知识的衔接。同时在设计上要注意活动的多样性，激发他们的兴趣，让每一位学生能得到不同程度的收获。
【单元整体目标】
重点词汇：salty, sweet, sour, crispy, pleasant, potato chips, slipper, leaf, fire, scoop, light bulb, microwave oven, abacus, camera, beverage, be invented by, be used for, by mistake, by accident
重点句型：When was the telephone invented I think it was invented in 1876.
技能目标：能够谈论发明的历史和用途。
能够对生活中的发明发表自己的看法。
能够解决生活问题，设计新发明。
情感目标:充满想象力，发挥创造能力。
三、重点难点
重点：讨论重要发明的时间、发明者和用途，学习使用句型“When was the telephone invented ”,“Who was it/were they invented by ”,“What is it/are they used for ”和答语。
难点：如何描述一项新发明的来历和用途
【课时安排】
6课时(新课5课时，复习1课时)
第一课时: Section A: 1a, 1b, 1c,2a,2b, 2c,
第二课时: Section A: grammar focus, 3a, 3b, 4
第三课时: Section B: 1a, 1b, 2a, 2b, 2c
第四课时: Section B: 3a, 3b, 4a, 4b
第五课时：Self- check and reading
第六课时 复习教 学 设 计 备课时间___月___日
上课时间_____月___日
课题 Unit 1 When was it invented. 课时 1 课型 新授课
教学目标 1. Vocabulary: hard-working ,report card ,can do better ,speaking ,listening ,average ,surprise .2. Patterns: What did your math teacher say He said he could speak three languages .
重点难点分析及突破措施 1. Learn some new words: clone, experiment
2. Go on learning the simple past passive voice:
(1) Do you know when it was invented
(2) It was invented in 1879.
3. Learn some information about the clone technology.
(1) Cloning is famous throughout the world.
(2) There is DNA in most living things, including human beings.
(3) No doubt cloning can help save those animals in danger.
(4) And it can also benefit human beings.
教具准备 课件, teaching cards , pictures and a tape recorder .
板书设计 Unit 1 When was it invented.？(1) Do you know when it was invented
(2) It was invented in 1879.
教 学 过 程(包括导引新课、依标导学、异步训练、达标测试、作业设计等)
Step 1 Review
做游戏，复习一般过去时被动语态的用法，导入新课。
1. (用上节课的作业做一个链式游戏，以小组为单位，就计算机、MP3、CD、手机、数码相机或学习用具等进行对话，操练be made of / be made in / be made from / be used for的用法。让每一小组的第一个同学回过头去问下一位同学，依次接着往下问。)
T: Boys and girls. Let’s play a game. Asestions one by one.
S1: What’s your favorite invention
S2: An MP3. What’s it made of
S3: It’s made of steel and plastic. When was it developed
S4: It was developed around 1998. What’s it used for
S5: It’s used for helping us to improve our English.
…
2. (用多媒体出示图片，导入新课。)
T: You did very well. There are many important technologies and inventions in the world today. Look at this invention. (展示灯泡图片。)It’s a bulb. Do you know about it
(板书并要求学生了解。)
bulb
Ss: Yes, a little.
T: OK, who invented it
Ss: Thomas Edison.
T: When was the light bulb invented Do you know
Ss: No.
T: OK, let’s come to 1a and learn about it.Step 1 Leading inCheck the homework .Ask several students to read their episodes to the class .Step 2 Pre-taskSB Page 30 , 3a .Read the instructions and ask Ss to read the letter on their own and write Alan’s name on his report in activity 2b .Correct the answer .SB Page 30 , 3b .Get Ss to use the information from activity 2b to write a letter to a relative or a friend about their report cards .Ask a student to read his or her completed letter to the class .Orally correct any mistakes .Step 3 While-taskSB Page 30 , 3c .Ask Ss to write their own report cards .While Ss work ,walk around and offer assistance if necessary .SB Page 30 , Part 4 .Get Ss to make up their teachers comments .Pairwork. In pairs ,talk about their report cards .Ask several pairs to share their conversations .Step 4 Post-taskSB Page 31 ,Selfcheck ,Part 1.Ask Ss to fill in the blanks on their own .Correct the answers.Have Ss make sentences with the words .SB Page 31 , Selfcheck , Part 2 .Ask Ss to read the story .In pairs ,have Ss to make conversations according to the story .Ask some Ss to share their conversations with the class .Step 5 HomeworkAsk students to write their conversations on their exercise books .
教 学 后 记（包括达标情况、教学得失、改进措施等）
Most of the students have grasped the words and expressions. They can use them freely. Fifteen students have got full marks in the test. Only a few students can’t understand the following knowledge:教 学 设 计 备课时间______月____日
上课时间_____月___日
课题 Unit 1 When was it invented 课时 1 课型 新授课
教学目标 1.Knowledge Objects(1) Key Vocabulary： be used for, adjustable, heel, battery, operate, slipper, scoop, electric (2) Target Language： When was the car invented It was invented in 1885. 2.Ability Objects： (1) Train the students' listening skill.
(2) Train the students' communicative competence using the target language.
(3) Train the students to use the new vocabulary.
重点难点分析及突破措施 (1) Listening practice with the target language. (2) Make communications with target language.
(3) Teach the new vocabulary
教具准备 ：课件, teaching cards , pictures and a tape recorder .
板书设计 Who were they invented by
They were invented by Julie Thompson.
What are they used for
They are used for seeing in the dark.
教 学 过 程(包括导引新课、依标导学、异步训练、达标测试、作业设计等)
Step Ⅰ Revision
1.Check the homework.
2.Revise the target language learned last class. Get the students to ask and answer questions in pairs like this:
SA: When was the telephone invented
SB: I think it was invented in 1876.
Tell them to ask about all the five inventions.
Step Ⅱ 2a
This activity provides listening practice with the target language and review new vocabulary about inventions.
Show these new words on a screen by a projector.
be used for 用来做……
adjustable adj. 可调整的
heel n. (鞋、袜等的)后跟;(足)跟
battery n. 电池
operate v. 操作;作业
slipper n. 拖鞋
scoop v. 用勺舀
n. 勺子;球形勺;长柄勺
electric adj. 电子的;电的
Point to each one and teach them to read. Do it several times until the children can read them well.
Ask a few students to read the new words. See if they can read each word correctly.
Ask the students to read the instructions together.
Write the names of the inventions on the blackboard:
Shoes with adjustable heels
battery operated slippers
heated ice cream scoop
Read the three names of the inventions and the students repeat. Do some explanation as well.
Then point to the picture of each invention and ask students what they think is interesting about it.
You'll hear about some interesting invention . Please listen and number the three inventions in the order that you hear them in the conversation. Write a number in front of each invention to show what order you hear about them.
Play the recording the first time, students only listen. Then play the recording again. Ask the students to write a number on each short line in front of each invention.
Check the answers by asking a student to tell the answers.
Answers
The inventions should be numbered in this order:
3 1 2
Tapescript
Boy: What are those
Girl: They're battery-operated slippers.
Boy: What are they used for
Girl: They're used for seeing in the dark.
Boy: Oh, that's cool! Who were they invented by
Girl: Julie Thompson. And look at this heated ice cream scoop.
Boy: I know what it's for! It's used for scooping out really cold ice cream.
Girl: Right. It was invented by Chelsea Lanmon.
Boy: My favorite are those shoes with adjustable heels. You know—you can move the heels up and down. They were invented by Jayce Coziar and Jamie Ellsworth.
Girl: And what are they used for
Boy: Well, you can change the style of your shoes. You can make the shoes go from casual to dressy.
Step Ⅲ 2b
This activity provides guided listening practice using the target language.
Get the students to read the instructions together. Be sure that each student knows what to do. Read the three headings Inventions, who was it invented by and what is it used for
Then read the information under each heading. Do some explanation if necessary.
You'll hear the same recording again.
Please listen carefully to what the people are saying and draw lines to match items in the chart.
Call the students' attention to the three part sample given in the chart. Read it to the class and explain it like this:
The sample means the shoes with adjustable heels were invented by Jayce Coziar and Jimie Ellsworth. They are used for changing the style of a shoe.
After that, play the recording again and the students draw lines to match the items in the three columns.
Check the answers by asking three different students to read their answers to the class.
At last, play the recording for another time and pause after each sentence. The students repeat after it sentence by sentence. Do some explanation if necessary. Make sure that everyone understands all the details about the conversation.
Answers
shoes with adjustable heels—Jayce Coziar and Jamie Ellsworth—changing the style of a shoe
battery—-operated slippers—Julie
Thompson—seeing in the dark
heated ice cream scoop—Chelsea Lanmon—scooping really cold ice cream.
Step Ⅳ 2c
This activity provides guided oral practice using the target language.
Read the instructions to the students.
Ask a pair of the students to read the sample conversation.
SA : What are they used for
SB: They're used for seeing in the dark.
Get the students to ask about the three inventions first, using the information in the chart in Activity 2b.
Then let them role play the conversations using the information in the chart in Activity 2c.
Get them to make their own conversations using the information in the chart in Activity 2c like this:
(Pointing to the inventions)
A: What are these
B: They are battery-operated slippers.
A: What are they used for
B: They are used for seeing in the dark.
A: Who were they invented by
B: They were invented by Julie Thompson.
Ask the students to work in pairs. Move around the classroom checking progress and providing help if needed.
Check the answers by calling on different pairs to say their conversations for the class.
Step Ⅴ Grammar Focus
This activity introduces the target language with the Passive Voice.
Call the students' attention to the sentences in the grammar box.
Ask four pairs of the students to read the questions and answers in the grammar box.
SA: When was the car invented
SB: It was invented in 1885.
SA: When were electric slippers invented
SB: They were invented last year.
SA : Who were they invented by
SB: They were invented by Julie Thompson.
SA: What were they used for
SB: They were used for seeing in the dark.
Write them on the blackboard.
Let the student think about the structures of these sentences.
Tell them that when the subject of the sentence is the doer, we have to use be plus a past participle' as the predicate of the sentence.
Circle the words was and were in all the sentences.
Ask: When do we use was in the questions, and were in the questions
Underline the singular nouns and plural nouns.
Singular items like car use the singular verb was. Plural items like slippers use the plural verb were.
Circle the word invented in all the sentences.
You always use a past participle when you use was plus a verb or were plus a verb. And you can tell the doer with by. Say something about be used for to the children.
Step Ⅵ Summary
In this class, we've done some listening and writing practice with the target language. We've also done some oral practice in pairs. And we've discussed the Passive Voice as well.
Step Ⅶ Homework
1.Try to remember the new vocabulary on page 77.
2.Write down two conversations in activity 2c.
教 学 后 记（包括达标情况、教学得失、改进措施等）
Most of the students can finish the text easily. This shows they have grasped the knowledge of this unit. But some of them have difficulty understanding the meaning of reading. We should let the students do read more articles every day. And improve their reading abilities.教 学 设 计 备课时间__ _月___日
上课时间_____月_____日
课题 Unit 1 When was it invented 课时 1 课型 新授课
教学目标 1.Knowledge Objects(1) Key Vocabulary：invent (2) Target Language：When was the telephone invented I think it was invented in 1876. 2. Ability Objects(1) Teach the students to use the new words.(2) Train the students to talk about the history of inventions.(3) Train the students' listening and speaking skills with the target language.
3.Moral Objects Many important inventions have changed the world a lot. Do you know the inventors of them And when were they invented
重点难点分析及突破措施 教学重点：1. 新的词汇和习语。1.Train the students to talk about the history of inventions.
2.Train the students to understand the target language in spoken conversation
教具准备 课件, teaching cards , pictures and a tape recorder .
板书设计 Unit 1When was it invented Section Bcrispy ( hard, dry and easily broken) by mistakesour chef(cook)…salty (sprinkled with lots of salt) sprinkle.. on A: Did you know potato chips were invented by mistake B: Wow, I didn’t know that. Who invented them A: They were invented by a chef called George Crum .B: …
教 学 过 程(包括导引新课、依标导学、异步训练、达标测试、作业设计等)
Step1 Brainstorming Play guessing games: what inventions are they One student comes to the front to guess, the others describe an invention shown on the screen using the passive sentences: It’s used for… It was invented by…It was invented in…etc.Take turns to show ‘light bulb, alarm clock, microwave oven’with some other helpful pictures that center about them nearby on the screen.(Purpose of designing: To guide the students to review what they learned last lesson)Step2 Leading-in T: The microwave oven reminds me of some delicious food. I will play a cartoon called “music food” My favorite food is in it. Try to guess what it is.Every time when they give a guess, I will express my like and dislike by using some adjectives like sweet, crispy, salty, sour . Make sure they know the meanings of them. For example:S:ChocolateT: It’s very crispy, but it’s too sweet. I don’t like it Can you guess the meaning of ‘crispy’ It describes food that is hard .dry and easily broken.S :Milk.T:I prefer sour milk to milk. Do you know ‘sour’ Oranges sometimes taste sour.S: Fish.T: yes! Fish is my favorite, and I especially like salty fish that is sprinkled with a lot of salt.During this course, write down the new words on the blackboard..Finally play a leading role to read them. (Purpose :To arouse the students’ interest ,create useful situations for them to learn the new words.Prepare for the next step. )Step3 Practice Task One writing 1a.Show four food pictures on the screen and get the students to describe how the food tastes and write them down.1b.Ask them to list the words of the food that has different tastes according to the headings on the screen as many as possible .sweet crispy salty sourThe teacher moves around the classroom to provide help for the students who have trouble in spelling some hard words and choose three students who write different words from one another.(Purpose: To practice using the target words and review the food words they have learnt before.)Task Two Speaking and actingGet the three students to the front, divide the class into four groups:Sweet Group , Crispy Group, Salty Group , Sour GroupGame begins: The three students read their words loudly in class one by one without repetition, the group members should stand up as soon as they hear a word that belongs to them. Call out the students who stood up by mistake and have them guess the meaning of ‘by mistake’.(Purpose: This is employed to show the words they wrote and link the target words with the food words, and get the whole class moving.) esentationT: Just now you mentioned many kinds of food, but do you know there are some interesting stories behind them. Here is one.Ask the students to look at the picture in 2a and imagine what they are talking about.S: They are talking about the story of potato chips.T: Right .Maybe on the bag it says the invention of them!(Purpose: Cultivate their ability of imagination and present the invention of potato chips.)Step5 PracticeTask One Listening and understanding2a. Let the students look through the six sentences in the box and get some information from them. Then play the tape recording twice for them to listen and circle T or F. Check the answers.(Purpose: To provide practice in listening and understanding the target language in spoken conversation.)Task Two Listening and writing2b. Before playing the recording, get the students to try to give answers by memory, or just by guessing. After a while, play the recording for them to fill in the missing words they hear. Then check the answers while concentrating on the new words: chef, sprinkle…on…(Purpose: To provide practice in understanding and writing the target language ,break through the difficult point.) Task Three Pairwork 2c.Ask the students to make conversations using the information in 2a and 2b ,then ask some pairs to act them out. as follows:A: Did you know potato chips were invented by mistake B: Wow, I didn’t know that. Who invented them A: They were invented by a chef called George Crum.B: …(Purpose:Students are willing to show themselves and this task provides benefits for both more fluent and less fluent students to use the new language to talk with others and achieve the ability aim.)Task Four GroupworkT: Are you interested in the history of the sandwich Show some pictures about the story of sandwiches on the screen, get them to discuss the history in groups of four as follows: InventionWhen was it invented Who…by Where… How… the sandwich Then each group choose a leader to give a report in class after that .(Purpose: This is employed to do further consolidation and extension using the target language, it also fosters a sense of cooperation in the classroom.) Step6 HomeworkT: Think of a kind of food you like best and try an unusual way to cook at home and write your experience in your exercise book. And ask your parent to sign his/her name on your book.(Purpose: The new type of homework is employed to relate the knowledge that they learn from this lesson with the life realities, and achieve the moral aims.)
教 学 后 记（包括达标情况、教学得失、改进措施等）
Most of the students have finished the test paper easily. Thisshows they have grasped the knowledge of this unit.But some students have trouble finishing it. They can’t use the words , expressions and sentences. Especially the passive voice.Explain and let the students do some exercises.教 学 设 计 备课时间_____月___日
上课时间____月___日
课题 课时 1 课型 新授课
教学目标 1. Vocabulary: hard-working, report card, can do better, speaking, listening, average, surprise .2. Patterns: What did your math teacher say He said he could speak three languages .3. 直接引语和间接引语的转换。4. 写成绩报告单，并能将自己的成绩报告给他人。
重点难点分析及突破措施 教学重点：1. 新的词汇和习语。2. 个人Report card 的写作。3. 直接引语转换间接引语中，注意一些关键动词的变化和人称代词的变化。教学难点：1. 新的词汇和习语。2. 个人Report card 的写作。3. 直接引语转换间接引语中，注意一些关键动词的变化和人称代词的变化。突破措施：Listen, say , read and write
教具准备 课件, teaching cards , pictures and a tape recorder .
板书设计 What’s your favorite invention
S2: An MP3. What’s it made of
S3: It’s made of steel and plastic. When was it developed
S4: It was developed around 1998. What’s it used for
S5: It’s used for helping us to improve our English.
教 学 过 程(包括导引新课、依标导学、异步训练、达标测试、作业设计等)
Section B
The main activities are 1a and 3a. 本课重点活动是1a和3a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words:
clone, experiment
2. Go on learning the simple past passive voice:
(1) Do you know when it was invented
(2) It was invented in 1879.
3. Learn some information about the clone technology.
(1) Cloning is famous throughout the world.
(2) There is DNA in most living things, including human beings.
(3) No doubt cloning can help save those animals in danger.
(4) And it can also benefit human beings.
Ⅱ. Teaching aids 教具
录音机/多媒体课件/图片
Ⅲ. Five-finger Teaching Plan
Step 1 Review
做游戏，复习一般过去时被动语态的用法，导入新课。
1. (用上节课的作业做一个链式游戏，以小组为单位，就计算机、MP3、CD、手机、数码相机或学习用具等进行对话，操练be made of / be made in / be made from / be used for的用法。让每一小组的第一个同学回过头去问下一位同学，依次接着往下问。)
T: Boys and girls. Let’s play a game. Asestions one by one.
S1: What’s your favorite invention
S2: An MP3. What’s it made of
S3: It’s made of steel and plastic. When was it developed
S4: It was developed around 1998. What’s it used for
S5: It’s used for helping us to improve our English.
…
2. (用多媒体出示图片，导入新课。)
T: You did very well. There are many important technologies and inventions in the world today. Look at this invention. (展示灯泡图片。)It’s a bulb. Do you know about it
(板书并要求学生了解。)
bulb
Ss: Yes, a little.
T: OK, who invented it
Ss: Thomas Edison.
T: When was the light bulb invented Do you know
Ss: No.
T: OK, let’s come to 1a and learn about it.Step 1 Leading inAsk Ss to think of people who need help and write some ideas .Then discuss with their partner .Step 2 Pre-taskSB Page 32 , Section 2 .Have Ss read the passage first for meaning .Ask Ss to read it again and fill in the blanks .Check the answers .Step 3 While-taskSB Page 33 , Section 3 , 3a .Ask Ss to read through again to find the relevant information for Yang Lei’s students .Ask Ss to complete the information under “you” , saying what is true for their own lives .Have Ss discuss their answers with their partner .SB Page 33 , Section 3 , 3b . In pairs ,ask and answer the questions .SB Page 33 , Section 3 , 3c .Have Ss write a summary of the reading and share the summaries in groups of five .Step 4 Post-taskSB Page 33 , Section 4 .Have a class discussion about the work each organization does .Ask some Ss to say which organization they would like to work for and why .Step 5 HomeworkWrite the summary of the reading on their exercise books .
教 学 后 记（包括达标情况、教学得失、改进措施等）
Most of the students have grasped the words and expressions. They can use them freely. Fifteen students have got full marks in the test. Only a few students can’t understand the following knowledge:
