Module 9 Great inventions
Unit 1 Will computers be used more than books in the future?
【数学目标】
词汇
put up，website，mail，thousands of，page，electronic，full，fix，memory，instructions，lend，properly，put up，wait for，take good care of，lend … to …
句型
1.They'll be put up on the school website.
2.And they can be seen on the Internet by other classes，even people living in other countries.
3.When I was at school，we waited for weeks to hear from our pen friends abroad.
4.… you must promise that you'll take good care of it.
5.If you have to lend it to anyone，tell them to use it properly.
重点难点
1.本单元词汇和重点句子。
2.一般将来时的被动语态。
【教学思路】
本单元的主要任务是听和说。第一部分通过听与新发明和新技术有关的对话，学会向他人借东西时所用的英语表达方法。通过对数码相机、网络的讨论了解旧时代与新时代的区别，培养学生的英语思维方式，锻炼学生的英语表达能力。主要句型有“Can I …？”“I wonder …”“You must promise that …”首先，教师用对话的形式介绍数码相机的用途，导入新课。其次，展示有关现代发明的卡片，并向学生提出问题，让学生讨论回答。然后，听录音完成句子(Listen and complete the sentences)，并要求学生听读对话(Listen and read)，锻炼学生的口语和听力能力，最后完成活动4和活动5。第二部分包括语音和说；让学生听句子并注意句子的停顿处，最后让学生两人一组，讨论car，computer，email，mobile phone，TV，washing machine给人们带来的便利。
【教学准备】
黑板，录音机，教学卡片，多媒体等。
【教学过程】
Step 1 Warming up & Leading in
师生问好后，教师手拿实物(数码相机)向学生展示它的用途，并与学生进行对话。
T：Good morning!
Ss：Good morning，teacher.
T：Look at the digital camera in my hand.What do you think of the digital camera?
Ss：I think it's great/pretty good …
T：Do you have one?
Ss：Yes，I do./No，I don't.
T：Now 1 will show you how to use it ….Then，the photos will be put up on the school website.They can be seen by all of the students，even people living in other countries …
活动小结：教师通过与学生自由谈论数码相机导入新课的学习，并在对话的过程中有意识地加入对话中的句子和被动语态，既活跃了课堂气氛，也能让学生比较迅速地进入到学习状态中，提前熟悉新课的内容。
Step 2 Listening & Vocabulary
1．Listening and vocabulary(1—2)
(1)教师展示图片：电脑、数码相机、手机等。然后提出问题：What are they used for？How have these inventions changed people's life？Which one do you think is the most important？What other important inventions can you think of？让学生进行讨论(五分钟)。学生自由回答，老师对于任何回答都应该给予鼓励。
(2)Listen and complete the sentences.
首先给学生2分钟去理解句子，然后播放录音，听力完成后，学生给出答案，教师领读所填内容。
2．Listening and vocabulary(3)
(1)学习关于活动3的新单词。
①教师把一张地图贴到黑板上，并叙述：Look！What am I doing now？I am putting up a map on the blackboard.教学生学习短语“put up”，并让学生跟读短语，对这个短语进行操练。
②教师向学生介绍网络的用途(涉及到的新词有：website，mail)。
The Internet is playing an important part in our life.On the Internet，we can learn news both at home and abroad and all kinds of other information as well.We can also send messages by mail，make phone calls，look through all kinds of websites and learn foreign languages by ourselves.Besides，we can enjoy music，watch sports matches and play games.On the Internet we can buy something we need，such as，clothes，tickets and so on.In a word，the Internet has made our life more colourful.
③教师出示一张图片，一名学生正在图书馆借书。教师指着图片问：What is the student doing?
学生回答，教师最后总结。
T：He is borrowing a book.He is borrowing a book from the school library.So the librarian is lending the book to him.(引出lend这个单词，并与borrow进行对比讲解)
知识点讲解：borrow指“借入，借进”(从他人那里借某东西为己方所用)，常用短语：borrow sth from sb。
lend是借出去(借给他人)，常用短语：lend sth to sb/lend sb sth(通常跟双宾语)。
区别时关键看主语，是主语借给别人就用lend，主语向别人借就用borrow。
如：Can I borrow your bike？我可以借用你的自行车吗？
He lent his dictionary to me.他把字典借给我。
操练：(教师给出重点词汇，让学生造句)
④教师展示第二张图片，一张数码相机的照片。
教师解释这张图片：This is a digital camera.It's new.So I don't know how to use it.When it is broken，I don't know how to fix it up，either.What should I do？(如果学生听不懂，教师要及时重复)
通过学习“fix”这个单词引导学生说出“Look at the instructions.”这句话，学习新词：instructions。
(2)操练单词
给学生几分钟时间记单词，然后教师把带有单词的卡片拿出来让学生依次拼读。
教师可以把学生分成几组进行单词拼读比赛。
(3)Practice in pairs.(通过角色扮演的方法，完成第3部分的练习)
3．Listening and vocabulary(4—5)
(1)在对话在中找出同义句：教师要求两个学生领读和翻译活动4中的句子，让学生充分理解这三个句子的含义，然后给学生3分钟的时间在对话中找到同义句，最后小组讨论出正确答案，教师核定。
(2)让学生仔细读对话，回答活动5中问题。让学生根据自己的实际情况来回答问题，同时注意使用重点词汇。该环节采用抢答得分的方式来进行。
活动小结：教师以图片的形式导入新单词的学习，以图记忆，通过图片的形式拼读，加深记忆。找几名学生比赛记单词，巩固记忆。通过多种形式调动他们的学习积极性。
Step 3 Pronunciation & Speaking
1．Pronunciation and speaking(6)
让学生听录音，在停顿的单词后标上记号。然后再听一次，学生跟读模仿以达到流利的程度。
2．Pronunciation and speaking(7)
(1)教师呈现一些图片和关键词，谈论这些发明的优点。采用个人、小组、全班等操练形式，启发学生说“use sth to do sth”句型。例如：
T：Well！There are many inventions in our life.Can you tell me their advantages？(幻灯逐一显示发明物图片和关键词，学生讨论)
S1：We use mobile phones to communicate with others.
S2：Yes，we can use mobile phones to communicate with others quickly and freely.
(2)教师最后让学生分别描述这些发明是如何改变人们的生活的。
活动小结：为了使读课文回答问题这一环节变得有趣，引入竞赛机制，调动学生的积极性。
Step 4 Practice
小组讨论下列发明的优点，并描述这些发明怎样改变了人们的生活。(教师用多媒体呈现出多种发明)
Step 5 Make a summary
1．教师对文章中的短语、句型进行梳理，并且就容易出错的语言点进行说明。
2．带领学生读写文中含有被动语态的句子。
Step 6 Game time
Play a game：guess a puzzle！(猜谜语)
T：You can use it to call anyone anywhere.It can be used to communicate with others，send messages and listen to music.It has been invented for many years.It's useful in our life.What is it？Can you guess?
Ss：It's a mobile phone.
…
活动小结：对本单元的知识点进行复习，用游戏来发展学生的思维。
Step 7 Homework
1．两人一组熟读活动3的对话。
2．与同伴两人一组围绕如何借东西创编对话，尽量使用含有情态动词的被动语态。
3．描述电脑或者纸质书本的优点并且讲述它是如何改变你的生活的，写成作文。(提示：注意运用firstly，secondly，finally来组织文章)
【板书设计】
Unit 1 Will computers be used more than books in the future?
Main phrases： Main sentences：
think of Can I borrow your …？
put up I'd like to …
wait for Sounds great!
hear from I wonder …
get … from … Perhaps.
thousands of Here it is.
take good care of Promise !
lend … to …
promise sb to do sth
look after
by mail
Unit 2 Will books be replaced by the Internet?
【数学目标】
词汇
look through，in a way，at a time，by hand，development，trade，spread，introduction，single，direction，replace
句型
1.Can we imagine life without paper or printing?
2．Paper was first created about 2，000 years ago in China.
3．In those days，books were only produced one at a time by hand.
4．Later，developments in printing made it possible to produce books more quickly and cheaply.
5．Although the Internet is still young，it is growing very fast …
重点难点
1.本单元词汇和重点句型。
2．一般将来时的被动语态。
【教学思路】
阅读教学是英语教学中的重中之重，本课在设计时使用了任务型语言教学的模式和理念，贯穿本课的主线是讨论纸和印刷术的起源与网络和电脑的作用，鼓励学生去考虑“将来，电脑是否会代替书本？”这个问题，积极思考、踊跃发言。在语言技巧方面，我们要做到以学生“学”的角度来设计教学内容，遵循先输入后输出的原则，使教学呈阶梯式层层推进。个人活动和小组活动等极大地激起学生的学习兴趣，培养了学生互相合作、共同探究的能力。
【教学准备】
黑板，录音机，磁带，多媒体课件等。
【教学过程】
Step 1 Warming up
1．Teachers' Activity：
在黑板上写上单词和句型：website，page，electronic，full，fix，instructions，lend，properly，Can I borrow your…？ I'd like to… Sounds great！1 wonder…Perhaps.Here it is.Promise!
2．Students' Activity：
(1)学生两人一组用黑板上的单词和第一单元学的句型进行对话问答练习。
(2)请学生领读新词。
(3)拼词游戏。(教师读出单词，学生进行抢读、抢拼，对读对、拼对的学生进行加分鼓励)
3．重点词汇的呈现(用多媒体呈现出来)
活动小结：让学习更加贴近生活，让学生对书本和电脑产生浓厚的兴趣，为下面的学习打下基础。
Step 2 Reading & Vocabulary(1—4)
1．Discuss and make a list of the advantages of books and the Internet.(完成活动1部分)
教师给出文本框架，引导学生说说“书本和电脑的优点”。
Books are easy to read.They can ________ our eyes.Computers are ________ in our life.It can ________．We can ________ on them…
2．Reading
(1)教师给出几个问题，让学生带着问题去阅读文章。最后两人一组回答问题。
①What's the article about?
②What do the writer's parents do at home every evening?
③What was paper made of?
④When and where was printing invented?
⑤What are the advantages of the Internet?
(2)教师介绍造纸术和印刷术的起源，让学生了解历史。
(3)让学生进行第二次阅读，这次速度要稍微快点。几分钟后，让学生把段落大意与每段匹配起来。同时利用问答形式完成活动3的表格。
T：What appeared about 2000 years ago?
S：Paper.
T：During the Sui and Tang dynasties，what was invented?
S：Printing.
T：What do people use today?
S：Computers and Internet.
T：What do you think will appear in the future?
S：I think …
(4)通过回看文章核对答案。
(5)放课文录音，让学生听，再次更真实地理解文章。
3．Language points
(1)教师布置任务让学生完成。
①请找出含有下列词组的句子：
on one's way to，look through，in a way，by hand，at a time，as a result，compare … to …，amount of，in the future
比一比谁找得又快又准！
②找出文中含被动语态的句子。
(2)教师带领学生对“development，direction，introduction，replace，spread，trade”这些词的含义、读音及用法进行细致分析。然后完成活动 4。最后在小组长的带领下核对正确答案。在核对的过程中，教师要起到巡视和指导的作用。
活动小结：既让学生对文章的细节有了更详细地了解，又考查了学生对知识点的掌握程度。
Step 3 Writing(5—7)
1．首先，让学生仔细读课本上活动5中的句子，总结出“as a result，so，so that”的含义。
然后教师让学生再次观察下面的句子，分析这几个词的不同用法。
a．He worked hard at his study.As a result，he passed the exam easily.
b．It was snowing，and so I could not go out.
c．The little boy saved every coin so that he could buy his mother a present on Mother's Day.
2．让学生用“because，as a result，so，so that”来回答活动5部分中的问题，并两人一组来进行对话练习。
3．把活动3中的表格中的资料整理成一段话，五分钟后，教师要求学生到讲台上读读自己的短文。
About 2，000 years ago，paper was first created …
4．用活动5，6部分中写的句子写一篇作文。
这篇作文要求短小精悍，写作时间不宜过长。学生写完后，教师评选出最佳作文，给予奖励。
Step 4 Homework
1．用活动3表格中的信息造句。
2．写一篇短文，说说电脑是否会代替书本。
【板书设计】
Unit 2 Will books be replaced by the Internet？
Main words： Main phrases：
development look through
trade in a way
spread at a time
introduction by hand
single on one's way to
direction as a result
replace compare …to …
in the future
Unit 3 Language in use
【教学目标】
短语
give a report，keep away from，in the 1960s，do research，instead of, search for
句型
1.Why were so few books produced in ancient times?
2．The Web can help you do research for your homework，so that you do not need to go to the library.
3．What is more，they save a lot of paper.
重点难点
1.复习本模块的词汇和句型。
2．归纳总结被动语态的用法。
【教学思路】
首先以“把主动语态变成被动语态”的题型导人新课的学习，让学生再次回忆被动语态的定义和结构，引出这个单元中的Language practice，然后通过图片，让学生说说含一般将来时态的被动语态的句子，然后完成第1部分。然后，进行口语练习。完成第2、3部分。听力练习放在活动5、6，最后是短文的学习。这样不仅能激发学生的学习兴趣和参与热情，也使教学环节之间的衔接十分自然。同时还从学生的生活出发，设计贴近学生生活的教学活动和任务，吸引和组织学生参与，要求学生介绍教室时，可以展示出教室的图片，然后要求学生用所学的知识与技能解决实际问题。在教学过程中，教师要鼓励学生课后能设计出自己的一项小发明。这样的设计从学生的生活经验和兴趣出发，创设了与完成任务相关的情境，进行了语言知识与技能的训练，尽量使学生在真实的情境和方式中学习英语知识，发展了学生的语言能力。
【教学准备】
黑板，录音机，教学卡片，多媒体等。
【教学过程】
Step 1 Language practice
1．Language practice(1)
让学生领读“Language practice”部分，并让学生说出这三个句子的结构。
教师用多媒体展示下列句子，让学生把下列主动语态变成被动语态。
(1)We will plant some trees tomorrow.
(2)Jim can help his mother do some housework.
(3)I will ask him a question.
想一想：如果所给出的句子是其他时态呢？
(1)Many people speak Chinese in the world.
(2)A red car knocked down a boy yesterday.
(3)These workers have built a new building since two years ago.
完成活动1部分，小组讨论，统一答案。教师找出8名学生上台讲解，对于讲解清晰的学生，教师给予奖励。
2．Language practice(2—3)
(1)要求学生观察课本上的两张图片，它们分别是一间老教室和一间即将建造的新教室。教师对两张图片进行阐述：
Now，I show you two pictures of an old classroom and a new classroom that will be built.What are the differences between the two classrooms？让学生对于新教室的变化进行讨论。然后请学生用将来时被动语态的句子表达出来(提示词：build，buy，change)。
例句：A new classroom will be built.
…
(2)教师利用多媒体呈现出另外几张对比照片，要求学生用被动语态描述图片。
(提示单词：building，computer，supermarket，build，use)
教师说以前的农村，学生来说五年以后的新农村。(要求学生用被动语态)
T：There were many old houses in the countryside before.
S1：Many new buildings will be built in five years.
T：We used broken classrooms before.
S2：The new classrooms and computers will be used in five years.
T：We shopped in a small shop before.
S3：The modern supermarkets will be built in five years.
(3)Talk about the great inventions.
要求学生用课本上活动3所给的图片和词汇进行讨论。
A：When was the telephone invented?
B：It was invented in 1875.
A：Which country was it invented in?
B：It was invented in America.
A：Who invented it?
B：Bell.
…
A：What kind of telephone do you think will be made in the future?
B：…
3．Language practice(4—6)
(1)给学生1分钟的时间熟悉这活动4中的4个单词，然后独立完成第4部分，最后教师找几名学生汇报自己的结果，对表现好的学生给予表扬。
(2)教师播放活动5部分听力材料，让学生听一听说话人在的地点，然后核对答案。
(3)教师再让学生看书上活动6部分要回答的问题，然后再播放一遍录音，让学生回答问题。
(4)让学生分组回答问题。对于回答正确的学生或表现好的小组，教师要给予奖励。
①Why were so few books produced in ancient times?
②Why were many old books copied on to a computer?
③How has the computer helped people read old books in the British Library?
4．Language practice(7)
(1)首先教师给出几个问题，让学生带着问题去读活动7部分的小阅读，并选出最合适的题目。
①When was the Internet invented by the US government?
②What did scientists and business people also want to use the Internet to do?
③Who invented the Word Wide Web?
④What can you use instead of going to the bank?
教师介绍蒂姆·伯纳斯·李和万维网，让学生以他为榜样，多动脑多钻研，将来为社会做贡献。
(2)让学生听录音，跟读短文，要求学生尽量模仿、流利地发音。
(3)完成课本表格，让学生理解每个年代因特网的发展进程，教师讲解“in the 1960s”的用法。
(4)教师布置任务，要求小组总结该短文的重要知识。
talk about/give a report/keep away from/in the 1960s/start to do sth/hundreds of/allow sb to do sth/do research/so that/need to do sth instead of
要求学生用短语造句。
5．Around the world
(1)让学生自读，教师从每组选一名学生进行朗读和讲解对E-book的认识。
(2)让学生再现阅读，回答问题．
a．When did E-books first appear?
b．What are E-books used for?
c．Do people think there will be less e-books than paper in the near future?
d．According to the author，what're the advantages and disadvantages of the E-book?
(3)教师安排学生抢答问题，答对者为小组加分。
活动小结：既帮助学生回顾前两个单元的语法知识点，为下面的学习奠定基础，又拓展了学生的思维，提高了学生的知识技能。
Step 2 Module task：Discussing new inventions(8－9)
1．让学生想出一项已经改变我们生活的发明。让学生做笔记，写要点，为发言做准备。从以下几个方面讲讲这个发明：
a．What is it?
b．Why is it useful?
c．How has the invention been developed?
d．What have you found out?
2．要求学生画出发明，与同组同学来编成对话。如：
A：What is it?
B：It is a machine for …
A：Why is it useful?
B：You can use it to …
3．让学生在小组内讲讲自己的创意小发明，征求组员对自己的创意小发明的意见，把讨论结果整理出来，写一篇小短文，最后在班上呈现自己的小短文。
活动小结：激发学生的学习兴趣。
Step 3 Feedback
用所给动词适当形式填空。
1．E-books first ________ (appear)in the 1990s.
2．Will the old house ________ (clean)by us?
3．My clothes ________ (wash)by myself tomorrow.
4．Who ________ (invite)to our party next week?
5．My homework ________ (finish)in two hours.
首先要求学生独立完成反馈部分，然后小组长检查完成情况，最后，讨论出正确答案。教师安排学生讲解。
Step 4 Homework
1．熟读短文，力求能复述。
2．课下研究一项发明，写出一篇英语报告(活动10部分)。
活动小结：锻炼学生的想象力，同时撰写报告也可以锻炼学生的写作能力。由于工作量较大，应该有一定的奖励来提高学生完成此项作业的积极性。
【板书设计】
Unit 3 Language in use
Main phrases：
talk about give a report keep away from
start to do sth in the 1960s hundreds of a lot
since then allow sb to do sth do research so that
need to do sth instead of search for
what is more not all
Main sentences：
1．The Internet was invented by the US government in the 1960s.
2．… more and more people started to use it in the 1990s.
3．Today，the Web has hundreds of millions of users.
4．You can use Internet banking，instead of going to the bank.
