备课时间__9__月__15__日
上课时间__9___月__21__日
周一1九三
7
九四
Unit
1
When
was
it
invented
词形变换
Electricity
(adj.)
_________
pleasure
(adj.)
________daily
(同义)
_______
accident
(adj.)
__________smell
(过去式)
__________music
(adj.)
______
Canada
(adj.)
______
popular
(n.)
______
hero
(pl.)
________salt
(adj.)______
词组
有特殊跟的鞋
冰激凌加热勺
靠电力驱动
被用来干…
想出一项发明
如此伟大的一项发明
在我们日常生活中
有道理
偶然地，意外地
最受欢迎的饮料
据说
一项偶然的发明
一个叫神农的中国统治者
在户外的火堆上
落入水中
产生出一种好闻的气味
世界上最受欢迎的饮料之一
几千年以后
茶圣
直到…才
发生，出现
传播到…
遍及全世界
尽管
毫无疑问
茶的本质
以低价
独自出去
把…译成
建议某人不要做…
突然，猛然
错误地
足够咸
使顾客开心
一个叫乔治的厨师
最后
一个备受欢迎而且充满活力的运动
超过
把…分开
同时
梦想成为著名的运动员
不但…而且
外国运动员的数量
钦佩
鼓励某人做某事
职业篮球团体
确定
想出，提出
要求某人不要做某事
后记：
需足够的时间背记，默写效果才能好。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__8___月__27__日
上课时间__8___月__31___日
周一1九三
7
九四
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.) Step
4
PresentationT:
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）
被动语态复习及扩展，学生需要时间理解巩固。
教
学
设
计
备课时间___8___月___27__日
上课时间__9___月__1___日
周二2九三
3九四
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）
听力练习被动语态，效果较好。
教
学
设
计
备课时间__8__月__28__日
上课时间__9___月__2__日
周三1九四
3九三
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）
与学生生活息息相关，学生较容易掌握和理解。
教
学
设
计
备课时间__8___月__28__日
上课时间__9___月__4__日
周五4九三
6九四
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
.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）
篮球是学生熟悉的运动，学习它的故事，学生兴趣很大，效果较好。
