Unit
6
When
was
it
invented
第二课时 Section
A
(3a～3c)
【学习目标】
1．掌握下列词汇：by
accident，ruler，boil，remain，smell，saint，national，take
place，doubt，without
doubt
2．了解茶叶被发明的历史及生产制作的简要过程。
3．通过阅读提高学生们的阅读能力。
【学习重点】
学会区分主动语态与被动语态。
【学习难点】
培养想象力及观察事物的能力。面对难题，用积极的态度去解决，发挥想象力，认识世界，改造世界。
学习提示
This
period
we
will
learn
a
small
passage，first
ask
a
few
students
to
answer
my
questions
about
the
passage.
Task
1
学习提示
Learn
the
passage
by
oneself：students
read
the
passage
silently
and
rapidly，familiar
to
the
general
idea
and
mark
the
new
words，phrases
and
sentences.
【学法指导】
辨析happen和take
place
①happen常指具体事件的发生，特别指那些偶然的或未能预见的“发生”。如：
The
earthquake
happened
suddenly.地震突然发生了。
②take
place通常指“(某事)按计划进行或按计划发生”。如：
Great
changes
have
taken
place
in
China.中国发生了翻天覆地的变化。
take
place还有“举行”之意(本课即是如此)。如：
The
meeting
will
take
place
next
Friday.会议将在下周五举行。
情景导入 生成问题
T：In
this
class
we
will
talk
about
another
great
invention——tea.Do
you
like
drinking
tea
Ss：Yes.
T：Can
you
guess
how
tea
was
invented
S1：I
guess
it
was
invented
by…
S2：I
think
it
was
invented
by…
T：Now
please
read
the
passage
about
tea
to
check
your
answers.
自学互研 生成能力
Task
1 Let's
read
new
words
and
the
phrases.
1．I
can
read.(我会读)
预习下列单词，争取自己能正确拼读。拼读成功后再在课文中把单词标记出来。
accidental，nearly，ruler，boil，remain，smell，national，doubt，trade
2．I
can
write.(我会写)
翻译下列短语：
(1)偶然
by__accident (2)人们相信……
It__is__believed__that…
(3)take
place
发生；出现
(4)without
doubt
毫无疑问；的确
(5)据说……
It__is__said…
3．I
can
summarize.(我会总结)
(1)The
telephone
was
invented
by(Alexander
Graham
Bell)in
1876.
上述句子是过去时的被动语态，其结构形式为was/were＋动词的过去分词。
(2)Alexander
Graham
Bell
invented
the
telephone.
上述句子是主动语态。
Task
2 Let's
make
conversations
and
interview.
1．Fast
reading.(快速阅读)
(1)请写下3a中每段的主旨大意。
①How__tea__was__invented__by__accident.
②Lu__Yu__and__his__book__Cha__Jing.
③How__tea__spread__to__other__countries.
(2)请尝试翻译以下课文中的句子(特别注意斜体部分的单词)。
①It
is
said
that
a
Chinese
ruler
called
Shen
Nong
was
the
first
to
discover
tea
as
a
drink.
据说有一位叫神龙的中国统治者最早发现了茶可以饮用。
②Some
leaves
from
a
tea
plant
fell
into
the
water
and
remained
there
for
some
time.
一些茶树的叶子落入水中，并在水中泡了一段时间。
smell
可以作名词，也可以作系动词。常见的这类词有look，sound，feel，taste等，后接名词或形容词作表语，感官动词是没有被动语态的。
Task
2
学习提示
1．Fast
reading
(1)Students
read
the
passage
silently
and
rapidly，familiar
to
the
general
idea，finish
the
tasks
in
3a.
(2)Students
try
translating
the
more
difficult
sentences
in
the
passage.
2．Intensive
reading
(1)Students
read
the
passage
carefully
and
tick
T
or
F.
(2)Students
finish
the
tasks
in
3b.
3．Retelling
Students
sort
out
the
text
and
try
retelling
the
passage
in
English.
【备注】
2.Intensive
reading.(精读)
Read
the
passage
quickly
and
match
each
paragraph
with
its
main
idea.(带着问题快读课文，匹配相关信息)
Paragraph
1 Lu
Yu
and
his
book
Cha
Jing
Paragraph
2 How
tea
spread
to
other
countries
Paragraph
3 How
tea
was
invented
by
accident
Paragraph__1__How__tea__was__invented__by__accident
Paragraph__2__Lu__Yu__and__his__book__Cha__Jing
Paragraph__3__How__tea__spread__to__other__countries
3．I
can
retell.(我会复述)
学生自己制做思维导图，并复述课文。
交流展示 生成新知
Show
in
groups.(Time：six
minutes)
First
the
students
read
the
words
and
phrases
in
groups，then
read
together
and
sum
up
the
usage
of
the
words
in
groups.
First
the
students
discuss
the
main
idea
of
the
article，find
out
the
key
sentence
of
each
paragraph.And
mark
them
in
the
passage.Mark
the
sentences
they
don't
understand.
Class
show.(Time：sixteen
minutes)
1．I
can
read.①Read
together，pay
attention
to
the
pronunciation
of
“remain”
and
“doubt”；②Consolidate
the
word
learning
by
word
game.
2．I
can
write.①Students
translate
the
phrases
into
Chinese
or
English
by
answering
quickly；②Read
together；③Spot
test：Consolidate
the
usage
of
phrases
by
making
sentences.
3．I
can
summarize.①Students
sum
up
the
usage
of
simple
past
tense
passive
voice；②Spot
test：Students
consolidate
the
usage
of
these
key
phrases
by
making
exercises.And
check
the
answers
by
answering
quickly
and
explain.
1．Fast
reading.①Students
read
the
article
with
the
questions
in
3a；②Students
answer
the
three
questions
by
answering
quickly
and
know
where
the
answers
are
in
the
text.
2．Intensive
reading.Students
check
the
answers
in
Task
2
and
3b，then
find
and
mark
them
in
the
passage.
3．I
can
retell.Students
write
the
key
points
on
the
blackboard
and
try
to
retell
the
text
in
English.
当堂演练 达成目标
( B )1.—When
did
he
come
back
last
night
He________back________10
o'clock.
A．came；until
B．didn't
come；until
C．came；till
( B )2.That
child
broke
his
leg________when
he
was
climbing
the
mountain.
A．by
mistake
B．by
accident
C．by
chance
( A )3.—What________to
you
—Great
changes________there
so
that
I
couldn't
find
my
house.
A．happened；took
place
B．rook
place；happened
C．happened；happened
课后反思 查漏补缺
收获：________________________________________________________________________
困惑：________________________________________________________________________Unit
6
When
was
it
invented
第一课时 Section
A
(1a～2d)
【学习目标】
1．学习关于发明的单词。
2．能听懂并能简单地谈论发明史。
3．通过开展小组学习活动，能正确地使用一般过去时的被动语态，了解中美发明史的差异，更好地理解人类发明文化中的瑰宝。
【学习重点】
重点单词及短语：style，project，pleasure，daily，have
a
point，website，pioneer
【学习难点】
通过交流表达和听力训练，引入一般过去时的被动语态“was/were＋done”。
学习提示
Free
talk
to
lead
in
the
topic：There
are
many
useful
things
in
the
world.They
help
us
a
lot
in
life.(Show
some
pictures
on
the
screen.)When
were
they
invented
Task
1
学习提示
Preview
the
words
on
P41－42，read
the
words
by
phonetic
symbols
and
mark
the
new
words
in
the
text.Finally
finish
the
tasks
in
1a.
【学法指导】
辨析invent/discover/find/find
out
①invent意为“发明，创造”，主要指“通过想象，研究，劳动等创造出前所未有的东西”，尤指“科技上的创造发明”。
②discover指发现或偶然发现本身就存在但未被认识的事物。
③find强调找的结果，即“找到”，通常指偶然发现。
④find
out指经过观察，调查，把某事物查出来，意为“搞清楚，弄明白”。
情景导入 生成问题
T：There
are
many
useful
things
in
the
world.They
help
us
a
lot
in
life.(Show
some
pictures
on
the
screen)
Question：When
were
they
invented
Students：________________________________________________________________
(1)The
telephone
was
invented
in
1876.
(2)The
computer
was
invented
in…
自学互研 生成能力
Task
1 Let's
read
new
words
and
the
phrases.
1．I
can
read.(我会读)
预习下列单词及短语，争取自己能正确拼读。拼读成功后再在课文中把单词及短语标记出来。
style，project，pleasure，daily，have
a
point，website，pioneer
2．I
can
write.(我会写)
翻译下列短语：
(1)run
on
electricity
用电驱动的 (2)be
used
for
被用于
(3)have
a
point
有道理
3．I
can
summarize.(我会总结)
在上一单元我们已经学习了一般现在时的被动语态，你能总结一般过去时的被动语态吗？
一般过去时的被动语态的结构：was/were＋及物动词的过去分词(＋by)＋其他；其否定形式是在was/were后加not；疑问形式是把was/were放到句首。
Task
2 Let's
listen
to
the
tape
and
finish
1b，2a，2b.
Task
3 Let's
make
conversations
and
interview.
1．I
can
translate.(我会译)
(1)他们是被用来做什么的？
What
are
they
used
for
(2)这些鞋子带有特殊的鞋跟。
The
shoes
are
with
special
heels.
(3)拉链是由Whitcomb
Judson发明的。
The
zipper
was
invented
by
Whitcomb
Judson.
2．I
can
make
conversations.(我会编对话)
你能结合课文内容编写对话，来介绍物品发明的时间、发明者及用途等吗？
Task
2
学习提示
1．Listen
to
the
tape
on
P41
and
finish
the
listening
tasks
in
1b.Then
students
listen
to
the
tape
again
and
finish
the
tasks
in
the
text.
The
telephone
It
was
1.invented
in
1876.
The
2.cars
They
were
invented
in
1885.
The
TV
It
was
invented
around
3.1927.
They
were
4.expensive
in
those
days.
The
personal
computers
They
were
invented
in
5.1971.
2.Listen
to
the
tape
on
P42，and
finish
the
listening
tasks
in
2a
and
2b.Then
listen
again
and
repeat.
Task
3
学习提示
Read
1a，1c，2c
and
2d
and
finish
the
tasks
in
1a，1c，2c，2d.Students
imitate
listening
and
have
a
dialogue
practice
with
the
sentences：—When
the
things
in
the
pictures
in
1b
were
invented？—I
think…
【备注】
3.I
can
summarize.(我会总结)
辨析be
used
for，be
used
to
do
sth.，used
to
do
sth.，be/get
used
to
sth./doing
sth.，be
used
by及use
sth.to
do
sth.
(1)be
used
for意为“被用于……”。介词for表示用途，后接名词、代词或v. ing。
(2)be
used
to
do
sth.意为“被用来做……”，强调动作，其中used是动词use的过去分词。
(3)used
to
do
sth.意为“过去常常做某事”。
(4)be/get
used
to
sth./doing
sth.意为“习惯于某事或做某事”，其中to为介词。
(5)be
used
by意为“被……使用”，介词by后面接动作的执行者。
(6)use
sth.to
do
sth.意为“用……做……”，用于主动语态。
交流展示 生成新知
Show
in
groups.(Time：six
minutes)
First
the
students
read
the
words
and
phrases
in
groups，then
read
together
and
sum
up
the
usage
of
the
words
in
groups，mark
the
difficult
points(they
can
ask
the
teacher
for
help)．
First
the
students
discuss
and
check
the
answers
in
Task
3，then
discuss
and
set
scenes
to
perform
the
dialogues.At
last
write
show
contents
on
the
blackboard.
Class
show.(Time：sixteen
minutes)
1．I
can
read.①Read
together，pay
attention
to
the
pronunciation
of
“project”；②Consolidate
the
word
learning
by
word
game.
2．I
can
write.①Students
translate
the
phrases
into
Chinese
by
answering
quickly；②Read
together；③Spot
test：Consolidate
the
usage
of
phrases
by
making
sentences.
3．I
can
summarize.Students
sum
up
the
usage
of
simple
past
tense
passive
voice
and
explain.
1．I
can
translate.①Ask
students
to
translate
the
key
sentences
in
Task
3；②Read
together.
2．I
can
make
conversations.①Students
make
dialogues
according
the
task；②Set
scenes
to
perform
the
dialogues；③Spot
test：Interview
in
class
and
design
exercises
according
to
the
interview.
3．I
can
summarize.①Students
sum
up
the
usage
of
“be
used
for”；②Spot
test：Consolidate
it
by
exercises
and
check
the
answers
by
answering
quickly
and
explain.
当堂演练 达成目标
( B )1.Columbus________America
in
1492.
A．invented B．discovered
C．found
D．found
out
( A )2.A
pen
is________writing.
A．used
for
B．used
to
C．used
by
D．used
as
( B )3.Smith________a
new
teaching
method(方法)．
A．discovered
B．invented
C．is
discovered
D．was
invented
课后反思 查漏补缺
收获：________________________________________________________________________
困惑：________________________________________________________________________Unit
6
When
was
it
invented
第六课时 Section
B
(3a～3b)&
Self
Check
【学习目标】
1．复习一般过去时的被动语态的用法。
2．能够用英语讲述自己所熟悉的某一发明。
【学习重点】
掌握本单元所学的词汇、句型及语法知识，并能进行综合练习运用。
【学习难点】
用英语简要介绍某一发明。
学习提示
Review：Last
lesson
we
learned
the
invention
of
basketball.What
benifits
did
it
bring
for
us？Can
you
say
some
other
inventions
in
our
daily
life，which
benifits
and
harms
did
these
inventions
bring
Task
1
学习提示
Review
all
the
new
words，phrases
and
sentences
in
Unit
6，then
finish
the
form
in
3a，think
out
something
you
dislike
according
to
the
tips
in
3a，then
think
out
some
invention
to
help
you
and
communicate
with
your
partner.
Task
2
学习提示
According
to
the
tips
in
3a
and
the
sentences
in
3b，students
write
an
article
that
describe
your
new
inventions，introduce
these
new
products
and
try
to
sell
them
to
your
classmates，then
choose
the
best
articles.
Task
3
学习提示
1．Complete
the
passage
with
the
correct
forms
of
the
words
in
the
box，then
ask
one
student
to
read
the
passage
and
check
the
answers.
2．Rewrite
these
sentences
using
the
passive
voice.Ask
five
students
to
write
on
the
blackboard
and
check
the
answers.
3．Find
out
information
about
an
invention
you
would
like
to
know
more
about
and
write
sentences
below.
情景导入 生成问题
T：It
is
very
easy
for
us
to
think
about
the
solutions
for
what
we
do
not
like
doing，such
as
inventing
a
thing
that
could
help
us
clean
our
room
or
a
thing
that
will
do
our
homework.
Encourage
the
students
to
think
about
practical
solutions.
自学互研 生成能力
Task
1 Let's
collect
words，phrases
and
sentences.
1．I
can
use.(我会用)
复习本单元重点单词、短语和句型，并掌握其用法。学习掌握本课时重点单词及短语：
invent，inventor，mention，special，doubt，all
of
a
sudden
2．I
can
write.(我会写)
翻译下列短语及句式：
(1)take
notes
做笔记 (2)被用来做……be__used__for__sth./to__do__sth.
(3)decide
on
决定，判定
(4)come
up
with
想到，想起
(5)导致
lead__to
3．I
can
translate.(我会译)
(1)这个特殊的钢笔是由刘杰发明的。
This
special
pen
was__invented__by
Liu
Jie.
(2)很难断定是谁先想到这个主意。
It's
hard
to
tell
who
came__up__with
the
idea
first.
(3)他们认为这个发明家是借用其他人的想法来创造自己的发明。
They
think
that
the
inventor
used
someone__else's
idea
to
create
his
or
her
invention.
Task
2 Writing.
结合所学句型，创设情境谈论你所描述的一项发明。
________________________________________________________________________
________________________________________________________________________
Task
3 Finish
Self
Check.
【写作素材】
本单元谈论的话题是“发明”。内容涉及到很多方面，如：介绍一位熟悉的发明家，介绍一项发明，评价一项发明，设想一项发明等。谈论该话题有助于帮助学生了解科学的发展，培养科学意识和创造意识，也有益于学生创新意识的发展，并学习发明家不畏艰难、勇于探索的精神。
常用句型：
…was
invented
in………是在……发明的
…was
invented
by………是被……发明的
…is
used
for………被用来……
I
think
the
most
helpful
invention
is…我认为最有帮助的发明是……
…was/were
invented
by
mistake.……是在无意中发明的
It
is
believed
that…invented
the
first…in…人们认为……在……发明了第一个……
【备注】
交流展示 生成新知
Show
in
groups.(Time：six
minutes)
First
the
students
read
the
words
and
phrases
in
groups，then
read
together
and
sum
up
the
usage
of
the
words
in
groups，mark
the
difficult
words
in
pronunciation
and
understanding(they
can
ask
the
teacher
for
help)．At
last
write
them
on
the
blackboard.
First
the
students
discuss
and
finish
the
chart
in
3a
in
groups，then
finish
3b
according
to
the
contents
in
the
chart.
Students
discuss
the
exercises
in
Self
Check
in
groups，then
mark
the
difficult
ones.
Class
show.(Time：fourteen
minutes)
1．I
can
use.①Students
review
the
key
and
difficult
points
in
this
unit
by
answering
quickly；②Sport
test：Consolidate
the
usage
of
words
and
phrases
by
making
sentences.
2．I
can
write.①Students
translate
the
phrases
into
Chinese
or
English
by
answering
quickly；②Read
together；③Spot
test：Consolidate
the
usage
of
phrases
by
making
sentences.
3．I
can
translate.①Students
translate
the
sentences
into
Chinese
by
answering
quickly；②Read
together.
Students
sum
up
the
writing
skills
and
write
key
sentences
on
the
blackboard.Ask
one
student
of
each
group
to
finish
the
composition
together.At
last
finish
the
composition
in
oral
together
in
class.
当堂演练 达成目标
假如你是茶文化博物馆的讲解员，明天你要向一批外国游客用英语介绍有关茶的发明史。请根据以下英语问题，结合本单元所学内容准备一篇100词左右的书面介绍。
内容提示：1.When
was
it
invented
2．Who
was
it
invented
by
3．How
was
it
invented
要求：不要只简单回答内容提示中的问题，可增加相关内容。
范文
Tea
is
the
most
popular
drink
after
water
in
the
world.The
story
of
tea
began
in
ancient
China
over
5，000
years
ago.
Tea
was
invented
by
Shen
Nong
when
he
was
boiling
drinking
water
over
an
open
fire.Some
leaves
from
a
nearby
bush
fell
into
the
water
and
remained
there
for
some
time.Shen
Nong
noticed
that
the
water
gave
out
a
pleasant
smell，and
he
decided
to
taste
the
water.He
found
it
delicious.In
this
way，one
of
the
most
favorite
drinks
was
invented.We
can
say
that
tea
was
invented
by
accident.
Now
there
are
many
kinds
of
famous
tea
in
China.
课后反思 查漏补缺
收获：_____________________________________________________________________
困惑：________________________________________________________________________Unit
6
When
was
it
invented
第四课时 Section
B
(1a～1e)
【学习目标】
1．能够通过听说学习与食物有关的词汇。
2．让学生通过阅读理解如何用一般过去时的被动语态描述发明史。
【学习重点】
重点单词及短语：sour，by
mistake
【学习难点】
学会用一般过去时的被动语态对更广泛的发明进行描述。
学习提示
Teacher
helps
students
to
review
the
words
about
food
by
asking：How
does…taste？Encourage
students
to
recall
more
adjectives
to
describe
these
fruits
and
food.
Task
1
学习提示
Preview
the
words
on
P45，read
the
words
by
phonetic
symbols
and
mark
the
new
words
in
the
text.Finally
finish
the
task
of
1a.
Task
2
学习提示
Listen
to
the
tape
on
P45
and
finish
the
listening
tasks
in
1c.Then
students
listen
to
the
tape
again
and
finish
the
listening
task
in
1d.Listen
to
the
tape
for
third
time，finish
the
complementary
tasks.
( A )1.When
were
potato
chips
invented
A．In
1853.
B．In
1850.
C．In
1835.
( B )2.Who
invented
the
potato
chips
A．A
customer.
B．A
cook.
C．A
boss.
( C )3.Why
was
the
plate
of
fried
chips
sent
back
A．Because
they
were
crispy.
B．Because
they
were
cut
thin.
C．Because
they
were
cut
too
thick.
情景导入 生成问题
T：Do
you
know
how
the
apples
can
taste
S1：Yes.They
may
taste
sweet.
T：And
the
oranges
S2：…
sweet
bananas；crispy
potato__chips；salty
noodles；sour
grapes.
自学互研 生成能力
Task
1 Let's
read
new
words
and
the
phrases.
1．I
can
read.(我会读)
预习下列单词，争取自己能正确拼读。拼读成功后再在课文中把单词标记出来。
crispy，salty，sour，by
mistake，customer
2．I
can
write.(我会写)
翻译下列短语：
(1)more
than
one
不止一个 (2)thin
enough
足够薄
(3)in
the
end
最后
Task
2 Let's
listen
to
the
tape
and
finish
1c，1d.
Task
3 Let's
make
conversations
and
interview.
1．I
can
translate.(我会译)
(1)你知道土豆片是在无意中发明的吗？
Did
you
know
potato
chips
were__invented__by__mistake
(2)顾客认为土豆不够薄。
The
customer
thought
the
potatoes
were
not
thin__enough.
(3)最后他在它们上面撒了许多盐以使它们足够咸。
Finally
he
put
lots
of
salt
on
them
so
they
were
salty
enough.
2．I
can
make
conversations.(我会编对话)
你能结合课文内容编写对话，讨论薯片的发明过程吗？
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：When__were__they__invented
A：They__were__invented__in__1853.
B：How__were__they__invented
A：George__Crum__cooked__them__for__a__long__time__until__they__were__crispy.And__he__put__lots__of__salt__on__them__so__they__were__really__salty.
( A )4.What
did
people
think
of
the
thinly sliced，salty
chips
A．They
liked
them
very
much.
B．They
no
longer
ate
them.
C．They
hated
them.
( C )5.What
is
the
passage
talking
about
A．A
car
accident.
B．The
way
of
cooking
potato
chips.
C．The
invention
of
potato
chips.
【学法指导】
mistake
①mistake作名词，意为“错误”。by
mistake是介词短语，意为“错误地”；make
a
mistake意为“犯错误”。
②mistake作动词，意为“弄错，误解”。mistake…for…意为“把……误当作……”。
enough
enough作形容词时，enough＋n.＝n.＋enough；enough作副词时，adj./adv.＋enough＋to
do…意为“够……而能做……”。
Task
3
学习提示
【备注】
结合1c和1d完成教材1e的任务，要求学生模仿听力内容，进行对话练习，谈论物品的发明者，发明时间等。
According
to
1C
and
1d
complete
textbook
1e
task，require
students
to
imitate
the
listening，carry
on
the
conversation
practice，talk
about
the
invented
of
the
objects
invented
time
and
so
on.
3.I
can
summarize.(我会总结)
归纳until的用法：
(1)until用于肯定句中，意为“(一直到)……为止”，主句中的谓语动词必须是延续性动词，表示这一动作或状态延续到until状语所表示的时间为止。
(2)until用于否定句中，即not…until，意为“直到……才”。它表示主句的动作直到until状语所表示的时间才发生。若主句为将来时，从句常用一般现在时。
交流展示 生成新知
Show
in
groups.(Time：six
minutes)
First
the
students
read
the
words
and
phrases
in
groups，then
read
together
and
sum
up
the
usage
of
the
words
in
groups，mark
the
difficult
words
in
pronunciation
and
understanding(they
can
ask
the
teacher
for
help)．At
last
write
them
on
the
blackboard
First
the
students
discuss
and
check
the
answers
in
Task
3
in
groups，then
discuss
and
set
scenes
to
perform
dialogues.At
last
write
show
contents
on
the
blackboard.
Class
show.(Time：sixteen
minutes)
1．I
can
read.①Read
together，pay
attention
to
the
pronunciation
of
“crispy”
and
“customer”；②Consolidate
the
word
learning
by
word
game.
2．I
can
write.①Students
translate
the
phrases
into
English
by
answering
quickly；②Read
together；③Spot
test：Consolidate
the
usage
of
phrases
by
making
sentences.
1．I
can
translate.①Ask
students
to
translate
the
key
sentences
in
Task
3；②Read
together.
2．I
can
make
conversations.①Students
make
dialogues
according
to
the
task；②Set
scenes
to
perform
the
dialogues；③Spot
test：Interview
in
class
and
design
exercises
about
dialogue
completion
according
to
the
interview.
3．I
can
summarize.①Sum
up
the
usage
of
“until”；②Spot
test：Consolidate
the
usage
of“until”by
making
exercises
themselves，then
check
the
answers
by
answering
quickly
and
explain.
当堂演练 达成目标
1．那消息使我悲伤。
The
news
makes
me
sad.
2．我终于使那顾客满意。
I
made
the
customer
happy
in
the
end.
3．它们不够咸。
They
were
not
salty
enough.
4．你知道薯条的历史吗？
Do
you
know
the
history
of
potato
chips
课后反思 查漏补缺
收获：________________________________________________________________________
困惑：________________________________________________________________________Unit
6
When
was
it
invented
第五课时 Section
B
(2a～2e)
【学习目标】
1．掌握下列词汇：the
Olympics，Canadian，divide，divide…into，basket，popularity，look
up
to，hero
2．阅读短文，获得相关信息，提高学生的综合阅读能力。
3．了解世界上一些对人类有着重大意义的发明的相关信息，开阔学生的眼界，养成勤于思考，善于发现的好习惯，培养学生的创造精神。
【学习重点】
重点单词及短语：the
Olympics，Canadian，divide，divide…into，basket，popularity，look
up
to，hero
【学习难点】
通过交流表达和阅读训练，提高综合阅读能力。
学习提示
This
period
we
will
learn
a
passage，first
ask
a
few
students
to
answer
my
questions
about
the
passage
before
class.
Task
1
学习提示
Learn
and
research
the
text
by
themselves：students
read
the
passage
quickly
in
2b，underline
the
new
words，phrases
and
sentences.
【学法指导】
stop…from
doing
sth.
意为“阻止……做……”from可以省略，相当于keep…from
doing
sth./
prevent…from
doing
sth.。
divide
用作动词，意为“分开；分散”。常用结构divide…into…，意为“将……划分成……；把……分开”。在被动语态结构中常用作be
divided
into…，意为“……被划分成……”。
look
up
to
意为“仰慕”，其中to为介词，其后跟名词或代词。
情景导入 生成问题
T：Who
likes
basketball？Please
put
up
your
hand.
T：How
is
it
played
S1：Players
are
divided
into
two
teams.Players
on
the
same
team
work
together
to
get
the
basketball
in
the
other
team's
basket.
S2：And
they
need
to
stop
the
competing
team
from
getting
the
ball
into
their
own
basket.
T：Great.Do
you
watch
basketball
games？What
else
do
you
know
about
this
sport？Discuss
the
sport
with
your
partner
and
share
your
ideas
with
the
class.
自学互研 生成能力
Task
1 Let's
read
new
words
and
the
phrases.
1．I
can
read.(我会读)
预习下列单词，争取自己能正确拼读。拼读成功后再在课文中把单词标记出来。
Canadian，divide，divide…into，basket，look
up
to，hero，professional
2．I
can
write.(我会写)
翻译下列词语：
(1)把……分开
divide…into
(2)stop
sb.from
doing
sth.
阻止某人做某事
(3)梦想做某事
dream__of__doing__sth.
(4)钦佩，仰慕
look__up__to
(5)鼓励某人做某事
encourage__sb.to__do__sth.
3．I
can
summarize.(我会总结)
辨析the
number
of和a
number
of：
(1)the
number
of…表示“……的数量”。作主语的中心词时，谓语动词用单数形式，后常跟large，small等词作表语。
(2)a
number
of表示“若干的；许多的”，起修饰作用，相当于many或a
lot
of，number前可以加small，large等词来表示程度。a
number
of＋复数可数名词作主语时，其谓语动词用复数形式。
Task
2 Let's
read
2b
and
get
the
main
idea
of
the
passage.
1．Fast
reading.(快速阅读)
快速阅读短文，回答2b的问题。
What's
the
main
idea
of
each
paragraph
Paragraph
1：The__main__history__of__basketball.
Paragraph
2：How__the__basketball__was__invented__by__James.
Paragraph
3：The__popularity__of__basketball__around__the__world.
2．Intensive
reading.(精读)
细读文章，完成2c，2d中的任务，并标明答案的出处。
Task
2
学习提示
1．Fast
reading
(1)Students
read
the
passage
silently
and
rapidly，familiar
to
the
general
idea，finish
the
tasks
in
2b.
(2)Students
try
translating
the
more
difficult
sentences
in
the
passage.
2．Intensive
reading
(1)Students
read
the
passage
carefully.
(2)Students
finish
the
task
in
2c
and
2d.
3．Retelling
Students
sort
out
the
text
and
try
retelling
the
passage
in
English.
Task
3
学习提示
【备注】
Students
discuss
in
groups
and
ask
two
students
to
show
their
own
results
for
the
class.
3.I
can
retell.(我会复述)
利用思维导图复述课文。
Task
3 Finish
2e.
交流展示 生成新知
Show
in
groups.(Time：six
minutes)
First
the
students
read
the
words
and
phrases
in
groups，then
read
together，sum
up
the
usage
of
the
words
in
groups
and
mark
the
difficult
words
in
pronunciation
and
understanding(they
can
ask
the
teacher
for
help)．At
last
write
them
on
the
blackboard.
First
the
students
discuss
the
main
idea
of
the
article，find
out
the
key
sentence
of
each
paragraph.And
mark
them
in
the
passage.Mark
the
sentences
they
don't
understand
in
it.Next
find
out
the
answers
in
2d
and
mark
them.At
last
write
the
show
contents
on
the
blackboard.
Class
show.(Time：sixteen
minutes)
1．I
can
read.①Read
together，pay
attention
to
the
pronunciation
of
“Canadian”
and
“professional”；②Consolidate
the
word
learning
by
word
game.
2．I
can
write.①Students
translate
the
phrases
into
Chinese
or
English
by
answering
quickly；②Read
together，emphasize
the
usage
of
the
key
phrases；③Spot
test：Consolidate
the
usage
of
phrases
by
making
sentences.
1．Fast
reading.①Students
read
the
article
quickly
and
answer
the
questions
in
2b
by
answering
quickly.
2．Intensive
reading.①Check
the
answers
by
answering
quickly，then
find
and
mark
them
in
the
passage.②Sum
up
answering
questions
of
reading
comprehension
skills
in
senior
high
school
entrance
examination.
3．I
can
retell.try
to
retell
the
text
in
English
according
to
the
key
points
of
the
text.
当堂演练 达成目标
( A )1.In
our
school
library
there________a
number
of
books
and
the
number
of
them________growing
larger
and
larger.
A．is；are
B．are；is
C．has；is
( B )2.________is
believed
that
her________mother
will
come
here.
A．This；very
loved
B．It；much loved
C．That；much loved
( A )3.If
you
don't
know
the
word's
meaning，please________the
dictionary.
A．look
it
up
in
B．look
up
it
in
C．look
it
up
to
课后反思 查漏补缺
收获：________________________________________________________________________
困惑：________________________________________________________________________Unit
6
When
was
it
invented
第三课时 Section
A
(Grammar
Focus～4c)
【学习目标】
1．掌握下列词汇：bell，musical，instrument，biscuit，fridge，low
2．进一步复习巩固学习Section
A部分所学的生词和短语。
3．进一步学习运用一般过去时态的被动语态。
【学习重点】
复习巩固Section
A部分所学的生词和短语，达到熟练运用的目标。
【学习难点】
掌握主动语态变被动语态的方法，并通过不同方式的练习，来熟练运用。
学习提示
Review：Last
lesson
3a
told
us
about
accidental
discovery
of
tea.What
did
you
learn
from
the
story？Who
can
retell
how
tea
was
discovered
and
its
development？(showing
some
key
words
and
phrases
can
help
them)
Task
1
学习提示
Students
preview
the
words
on
P44，read
them
by
phonetic
symbols
and
mark
them
in
the
text.
Task
2
学习提示
1．Students
read
and
translate
the
sentences
in
Grammar
Focus，underline
“was
invented，was
brought，is
used
for”，and
say
out
what
grammar
it
stands
for.
2．Teacher
guides
students
finishing
the
exercises
in
4a，4b，4c
and
check
the
answers
with
students.
3．Students
design
the
scene，talk
about
learning
methods
and
make
dialogues
with
the
passive
voice
of
the
past.
情景导入 生成问题
关键单词及短语：①by
accident；②It
was
said…；③Shen
Nong；④fall
into；⑤Lu
Yu…
自学互研 生成能力
Task
1 Let's
read
new
words
and
the
phrases.
1．I
can
read.(我会读)
预习下列单词，争取自己能正确拼读。拼读成功后再在课文中把单词标记出来。
low，bell，instrument，musical，biscuit，cookie
2．I
can
write.(我会写)
翻译下列词语：
(1)以一个很低的价格
at__a__low__price
(2)建议某人不要做某事
advise__sb.not__to__do__sth.
(3)work
on从事，进行
Task
2 Let's
make
conversations
and
interview.
1．I
can
practice.(我会练)
(1)根据汉语意思完成英语句子，每空一词。
①它是由谁发明的？Who
was
it
invented
by
②不同的作家把这本书翻译成不同的语言。
Different
writers
translated
the
book
into
different
languages.
③有人从旅馆偷了我的相机。
Somebody
stole
my
camera
from
my
hotel
room.
(2)完成教材P44中4a和4b的练习。
2．I
can
make
conversations.(我会编对话)
用被动语态编写对话。
A：When__was__the__car__invented
B：It__was__invented__in__1885.
A：When__were__electric__slippers__invented
B：They__were__invented__last__year.
A：Who__were__they__invented__by
B：They__were__invented__by__Julie__Thompson.
A：What__were__they__used__for
B：They__were__used__for__seeing__in__the__dark.
3．I
can
summarize.(我会总结)
(1)特殊疑问句的被动语态
【备注】
和主动句一样，仍将疑问词置于句首。若主动句的疑问词是who，变被动句时要改为by
whom置于句首，也可仍用who，而将by置于句末；若主动句的疑问词是whom，则改为who，其余疑问句不变。
Who
bought
the
book？→Who
was
the
book
bought
by？或By
whom
was
the
book
bought？谁买了这本书？
(2)主动语态变被动语态应注意的问题：有些短语动词相当于及物动词，变为被动句时介词或副词不能去掉；含有双宾语的主动句变为被动句时，通常把指“人”的间接宾语变为主语，指“物”的直接宾语保留不变；如果把指“物”的直接宾语变为主语，则在间接宾语前加to或for；主动句中感官动词see/hear/watch/feel等和使役动词make/let/have等后跟省略to的动词不定式，变为被动语态时应加上不定式符号to。
(24分钟)
Show
in
groups.(Time：six
minutes)
First
the
students
read
the
words
and
phrases
in
groups，then
read
together
and
sum
up
the
usage
of
the
words
in
groups，then
mark
the
difficult
words
in
pronunciation
and
understanding(they
can
ask
the
teacher
for
help)．At
last
write
them
on
the
blackboard.
First
the
students
discuss
and
check
the
answers
in
Task
2，then
discuss
and
set
scenes
to
perform
dialogues.At
last
write
show
contents
on
the
blackboard.
Class
show.(Time：sixteen
minutes)
1．I
can
read.①Read
together，pay
attention
to
the
pronunciation
of
new
words；②Consolidate
the
word
learning
by
word
game.
2．I
can
write.①Students
translate
the
phrases
into
English
by
answering
quickly；②Read
together；③Spot
test：Consolidate
the
usage
of
phrases
by
making
sentences.
1．I
can
practice.①Ask
students
to
translate
the
key
sentences；②Read
together；③Check
the
answers
by
answering
quickly
and
explain.
2．I
can
make
conversations.①Students
make
dialogues
according
to
the
task；②Set
scenes
to
perform
the
dialogues；③Spot
test：Interview
in
class
and
design
exercises
about
dialogue
completion
according
to
the
interview.
3．I
can
summarize.①Students
sum
up
the
usage
of
the
passive
voice
of
the
special
interrogative
sentence
and
active
and
passive
exchange；②Check
the
answers
by
answering
quickly
and
explain.
当堂演练 达成目标
1．毫无疑问，罗伊是他家年龄最小的。
Roy
is
without
doubt
the
youngest
one
in
his
family.
2．钢笔是用来写字的。
Pens
are
used
for
writing.
3．突然，发生了地震。
All
of
a
sudden，the
earthquake
happened.
4．海伦和杰克正在电话上交谈。
Helen
and
Jack
are
talking
on
the
phone/telephone.
课后反思 查漏补缺
收获：________________________________________________________________________
困惑：
______________________________________________________________________
