Unit 6 When was it invented?
第一课时 Section A (1a-2d)
◇目标导航◇
类别
课时要点
重点单词
style n.样式;款式
project n.项目;工程
pleasure n.高兴;愉快
daily adj.每日的;日常的
website n.网站
pioneer n.先锋;先驱
list v.列表;列清单n.名单;清单
mention v.提到;说到
重点短语
be used for被用来……
with pleasure乐意效劳
in our daily lives在我们的日常生活中
have a point 有道理
at that time在那时
重点句型
1.When was the telephone invented?电话是什么时候发明的?
2.I think it was invented in 1876.我认为它是在1876年发明的。
3.Think about how often it’s used in our daily lives.想想它在我们生活中的使用是多么频繁。
4.But at that time,it wasn’t used widely.但在那时,它没有被广泛使用。
教学重点
1.让学生学习运用一般过去时的被动语态。
2.让学生学会询问某件物品的发明时间及用途的基本句型。
教学难点
让学生运用一般过去时的被动语态来讨论某件物品的发明时间及用途。
◇教学过程◇
预习指导
一、方法指导
1.预习Page 41-42上的生词,根据音标能读出这些词,并掌握其词性和汉语意思。
2.朗读1a-2c中的句子和对话,能英汉互译。
3.和搭档分角色朗读2d中的对话。
二、预习检测
Ⅰ.英汉互译
1.被用于做某事0 be used for doing sth. ?
2.with pleasure0 乐意效劳 ?
3.在我们的日常生活中0 in our daily lives ?
4.at that time0 在那时 ?
5.一项伟大的发明0 a great invention ?
Ⅱ.根据句意用所给词的适当形式填空
1.It’s my pleasure (please) to help those homeless children.?
2.His name was listed (list) on the paper.?
3.The websites (website) are very funny so that many people like them.?
4.He is very happy to see him mentioned (mention) in the letter.?
5.I heard that old man had about twenty inventions (invent) all his life.?
课堂教学
Step 1 Leading in
1.Greet the class and briefly talk with the students about their things.
2.Show pictures of some things.Discuss with the students like this:
T:Where are Hongqi cars made?
S1:They are made in China.
Then talk about the computer,the TV,the telephone...
Step 2 Work on 1a
1.Ask the students to read the sentences in 1a and understand their meanings.
2.Make the students discuss them in groups and number them 1-4.
3.Share answers in groups.
Step 3 Work on 1b
1.Read the instruction in 1b.
2.Play the recording for the first time and ask the students to match the inventions with the years.
3.Check the answers with the whole class.
4.Play the recording again and make the students read following the recording.
Step 4 Work on 1c
1.Read aloud the instruction in 1c.
2.Divide the students into several groups,and ask them to make dialogues by using the example sentences.
Step 5 Work on 2a-2c
1.Use PPT or pictures.
2.Play the recording for the first time.Ask the students to listen and number the inventions 1-3 in the order they hear.
3.Tell the students to focus on the demand in 2b.
4.Play the recording again and let the students complete the chart in 2b.
5.Check the answers.
6.Let the students make conversations using the information in 2b.
Step 6 Work on 2d
1.Show a real zipper and explain the word.
2.Ask the students to read the conversation in 2d with some “who,when” questions.
3.Ask the students to read the conversation in roles,boys read Paul’s,and girls read Roy’s.Then change the roles.
4.Ask some questions to see how well they understand.
5.Then ask several pairs to act out the conversations.
板书设计
1.have a point 为固定搭配,意为“有道理”。
2.be used for doing sth.意为“被用来做某事”,相当于be used to do sth.。
3.think about 意为“考虑;想起”。拓展think的其他短语:
think of 考虑;记忆;记起
think over仔细考虑;审慎思考
think out想通;想出;熟思0
◇教学反思◇
本课时围绕单元话题“发明”,介绍了我们日常生活中一些常见物品的发明历史,如电视、电话、拉链等,涉及它们被发明的时间、被什么人发明及其作用等。
本课时涉及的语法知识主要是一般过去时的被动语态。从整体上看,学生在课堂上的表现都还不错,但也存在一些问题。学生听说能力较差,原因在于学生的词汇量不够和听说机会少,他们主要在课堂上听说,缺乏听说技巧和方法,导致听说跟不上,缺乏信心和激情。在这种情况下,老师应指导学生在课前充分预习,采用不同教学形式激发学生学习英语的兴趣,调动学生学习英语的积极性,增强学生的自信心,鼓励学生积极参与到课堂活动中来,大胆开口,不怕犯错。
第三课时 Section B (1a-1e)
◇目标导航◇
类别
课时要点
重点单词
sour adj.酸的;有酸味的
customer n.顾客;客户
重点短语
by mistake 错误地;无意中
in the end 最后
重点句型
1.Potato chips were invented by mistake.薯片是无意中被发明的。
2.The customer thought the potatoes were not thin enough.那位顾客认为薯片不够薄。
3.Finally he put lots of salt on them so they were salty enough.最后他在它们(薯片)上面撒了许多盐,这样它们就足够咸了。
教学重点
1.让学生掌握本课时的重点单词、短语和句型。
2.能够通过听力训练,提高学生的综合听说能力。
教学难点
让学生学会运用被动语态的相关句型谈论某种美食的发明。
◇教学过程◇
预习指导
一、方法指导
1.预习Page 45上的生词,根据音标能读出这些词,并掌握其词性和汉语意思。
2.朗读1a-1c中的单词、短语和句子,找出重点短语和句子。
3.浏览1c和1d中的句子,预测听力所涉及的话题和内容。
4.大声朗读1e中的对话,并与搭档交流。
二、预习检测
Ⅰ.根据汉语意思完成句子,每空一词
1.顾客最后终于高兴了。
The customer was happy in the end .?
2.这个顾客说这些薯片不够薄。
The customer said that the potato chips weren’t thin enough .?
3.乔治想让那个顾客高兴。
George wanted to make the customer happy .?
4.薯条是一个名叫乔治·克拉姆的厨师发明的。
The potato chips were invented by a chef called George Crum.?
5.昨天这个厨师往鱼上面撒了许多盐。
The chef put lots of salt on the fish yesterday.?
Ⅱ.单项填空
(C)1.Wang Xue has a friend Lin Yu.?
A.call B.calling
C.called D to call
(C)2.—Where did you go last night?
—I to go to Li Lei’s birthday party.?
A.asked B.am asked
C.was asked D.have been asked
(D)3.—Who potato chips by??
—George Grum.
A.did;invent B.are;invented
C.was;invented D.were;invented
(A)4.The girl thought she was not ,so she didn’t eat breakfast every day.?
A.thin enough B.enough thin
C.heavy enough D.enough heavy
(B)5.I took the wrong train .I didn’t even know it until half an hour later.?
A.by mistakes B.by mistake
C.with mistake D.with mistakes
课堂教学
Step 1 Leading in
1.Greet the class.
2.Quickly ask questions about how tea was invented.
3.Review to rewrite the active voice into passive voice.
Step 2 Work on 1a
1.Show pictures of potato chips,lemon,ice-cream,and salted duck eggs.Talk with the class about these foods and ask students to describe their taste.
2.Make the students read and learn the new words.
Step 3 Work on 1b
1.Brainstorming.
T:What other fruit is sweet/sour?What food is crispy/salty?Help them to write the words in the list in 1b.
2.Ask some students to write their lists on the blackboard.
3.Ask like this:
Do you like lemon?How about its taste?Is the apple sweet?
Step 4 Work on 1c
1.Make the students look at the sentences and picture in 1c,and predict what they are going to hear.
2.Play the recording for the first time.Make the students listen and try to get through the meanings.
3.Play the recording for a second time and ask the students to circle T or F.
4.Play the tape once again.Check the answers.
Step 5 Work on 1d-1e
1.Make the students look at the passage in 1d.Play the recording for a fourth time.Get the students to fill in the blanks.
2.Let the students read aloud the passage to see how it works.
3.Get the students to finish the task in 1e.
板书设计
1.by mistake意为“错误地,无意中”。
mistake 作名词时,意为“错误,误会”;作动词时,意为“弄错,犯错”。常用短语:make a mistake“犯错”。
2.salty 作形容词,意为“咸的;含盐的”,是由名词salt加后缀-y构成的。
常见的“名词+后缀-y”构成的形容词:
luck→lucky health→healthy
wind→windy rain→rainy
taste→tasty snow→snowy
3.in the end意为“最后,终于”,相当于at last。
at the end of意为“在……尽头,在……结束时”,既可指时间,也可指地点。
◇教学反思◇
本课时涉及的话题是学生比较感兴趣的内容,学生在课堂上表现较为积极,能够非常踊跃地表达自己的观点。但是一些学生在使用被动语态表达自己的观点时不是很准确。老师可以多拓展一下学生的视野,让他们养成勤于思考、善于发现的好习惯,培养学生全方位的能力。在语言学习上,需要多种形式相结合,引导学生运用所学知识参与到活动中来,从而达到更好的学习效果。
第二课时 Section A (3a-4c)
◇目标导航◇
类别
课时要点
重点单词
ruler n.统治者;支配者
boil v.煮沸;烧开
remain v.保持不变;剩余
smell n.气味v.发出……气味;闻到
national adj.国家的;民族的
trade n.贸易;交易v.做买卖;从事贸易
doubt n.疑问;疑惑v.怀疑
fridge n.冰箱
low adj.低的;矮的
somebody pron.某人n.重要人物
translate v.翻译
lock v.锁上;锁住n.锁
ring v.(使)发出钟声或铃声;打电话
earthquake n.地震
sudden adj.突然(的)
bell n.钟(声);铃(声)
biscuit n.饼干
cookie n.曲奇饼
musical adj.音乐的;有音乐天赋的
instrument n.器械;仪器;工具
重点短语
by accident偶然;意外地
take place发生;出现
fall into=drop into掉入
without doubt毫无疑问;的确
all of a sudden突然;猛地
at a low price以低的价格
重点句型
1.Many people believe that tea was first drunk about 5,000 years ago.很多人认为最早饮用茶是在大约5,000年以前。
2.It is said that a Chinese ruler called Shen Nong was the first to discover tea as a drink.据说一位叫神农的中国统治者最早发现了茶可以饮用。
3.In England,tea didn’t appear until around 1660...在英国,直到大约1660年才出现茶……
教学重点
1.让学生掌握本课时的重点单词、短语和句型,并能熟练运用。
2.让学生能够通过阅读练习来提高阅读能力。
3.让学生进一步熟练掌握一般过去时的被动语态。
教学难点
1.让学生能够运用被动语态谈论发明。
2.让学生掌握一般过去时的主动语态和被动语态之间的转化。
◇教学过程◇
预习指导
一、方法指导
1.预习Page 43-44上的生词,根据音标能读出这些词,并掌握其词性和汉语意思。
2.朗读3a中的文章,找出重点句子。
3.大声朗读和翻译Grammar Focus中的句子,画出重点短语和句型。
二、预习检测
Ⅰ.单项填空
(A)1.When Tim why he was late for school,he just kept silent.?
A.was asked B.asked
C.was asking D.is asked
(A)2.You have to stay behind if your homework before five o’clock.?
A.isn’t done
B.won’t be done
C.doesn’t do
D.wasn’t done
(C)3.A report us on how to deal with our problems last Monday.?
A.is given B.was giving
C.was given to D.was given
(D)4.—Tell me one thing you’re proud of your junior high school,Tony.
—I as captain of the school football team.?
A.choose B.chose
C.am chosen D.was chosen
(D)5.—Was table tennis invented by the Chinese?
—No.It in China until the start of the 20th century.?
A.played B.was played
C.didn’t play D.wasn’t played
Ⅱ.按要求完成句子,每空一词
1.Shoes with lights were used for seeing in the dark.(对画线部分提问)?
What were shoes with lights used for ??
2.Paper was invented in China almost a thousand years ago.(对画线部分提问)?
When was paper invented in China??
3.The shoes with lights were invented by Julie Thompson.(对画线部分提问)?
Who were the shoes with lights invented by ??
4.A Chinese man named Cai Lun invented paper.(改为被动语态)
Paper was invented by a Chinese man named Cai Lun.?
5.Were these machines invented by Edison?(改为主动语态)
Did Edison invent these machines??
课堂教学
Step 1 Leading in
1.Greet the class.
2.Talk about tea with students.
T:How many kinds of drinks do you know?Can you name some?What’s the most popular drink in China?How much do you know about tea?How many kinds of tea do you know?
Step 2 Work on 3a-3c
1.Let the students look through the title of the passage,and guess what it is about.
2.Help the students understand the demand in 3a and finish the task.
3.Make the students read the passage carefully and answer the questions in 3b,then check the answers.
4.Ask the students to work on 3c.Look through the words and sentences with the students,and then let them write down their answers.When they finish,ask some students to read the whole sentences one by one.
Step 3 Work on Grammar Focus
1.Ask two students to read aloud the sentences in the Grammar Focus.
2.Get the students to sum up the rules of changing active voice into passive voice.
Step 4 Work on 4a
1.Use PPT to show the five sentences and get the students to rewrite them according to the example.
2.Check the answers with the whole class.
Step 5 Work on 4b
1.Go over the instruction in 4b and make sure the students understand what they should do.Ask the students to look through the sentences and choose the correct forms of the verbs.
2.Ask the students to write down their answers and then exchange and correct their partners’ work.
3.Check the answers together.Explain some difficult points.
Step 6 Work on 4c
1.Go over the instruction in 4c.Ask the students to look through the passage and choose the correct forms of the verbs.
2.Let the students write down their answers.While students are writing,walk around to help the students.
3.Ask one student to read the passage.Check the answers with the whole class.
4.Ask the students to read the passage aloud and then ask one or two students to recite the passage.
板书设计
1.It is said that...为固定句型,意为“据说……;有人说……”。类似句式:
It is believed that...人们认为……,人们相信……
It is known that...众所周知……
It is reported that...据报道……
It is supposed that...据估计……
2.fall构成的常见短语:
fall into 落入
fall down 跌倒
fall behind 落后
fall in love with sb.爱上某人
fall asleep 入睡
3.一般过去时的被动语态结构:was/were+过去分词。
肯定句:主语+was/were+及物动词的过去分词+其他。
否定句:主语+was/were not+及物动词的过去分词+其他。
一般疑问句:Was/Were+主语+及物动词的过去分词+其他?
4.主动语态变被动语态应注意的问题。
(1)有些短语动词相当于及物动词,变为被动语态时介词或副词不能去掉。
(2)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。
(3)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。
(4)系动词、不及物动词或某些动词短语(happen,take place,come true,fall asleep...)没有被动语态。
◇教学反思◇
本课时的主要任务是阅读,课堂活动进展较为顺利。通过设问引导学生通过快速阅读文章,回答与茶有关的问题,逐渐获取语篇信息。适当让学生进行口头表达,巩固练习了语言结构。在被动语态的教学上虽然事前考虑到学生理解被动语态的难度,提供了例句供学生观察,并设计了情景帮助学生理解记忆,但是由于一些学生不熟悉句子基本结构,搞不清楚句子成分,导致他们无法正确使用被动语态。另外,让学生做观察总结练习时,未能给学生充分的时间思考,强行往下进展,影响了教学效果。
在今后的教学中,还应多考虑教学实际并结合学生的情况合理安排课程。
第五课时 Section B (3a-Self Check)
◇目标导航◇
类别
课时要点
重点单词
nearly adv.几乎
重点短语
decide on决定
come up with想出
重点句型
1.This is because sometimes a few people may invent things which are nearly the same.这是因为有时候一些人会发明几乎相同的东西。
2.It’s hard to tell who came up with the idea first.很难辨别是谁最先想到这个主意的。
教学重点
1.让学生学会用英语介绍某一项发明的简要过程。
2.让学生掌握本单元所学的词汇、句型及语法知识,并能进行综合运用。
教学难点
让学生能够用英语介绍某一项发明的简要过程。
◇教学过程◇
预习指导
一、方法指导
预习并试做Self Check。
二、预习检测
Ⅰ.英译汉
1.decide on0 决定 ?
2.come up with0 想出 ?
3.lead to0 导致 ?
4.all of a sudden0 突然 ?
5.use someone else’s idea0 用别人的点子 ?
Ⅱ.汉译英
1.这支特殊的钢笔是由刘杰发明的。
This special pen was invented by Liu Jie.?0
2.很难断定是谁先想到这个主意的。
It’s hard to tell who came up with the idea first.?0
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物。
They think that the inventor used someone else’s idea to create his or her invention.?0
课堂教学
Step 1 Leading in
1.Greet the class.
2.Ask three students to retell the text.One about the history,another about the popularity and the other about the development of basketball.
3.Make the students read aloud the article in 2b.
Step 2 Work on 3a
1.Read the instruction in 3a.Make the students write their notes about their inventions.
2.Make the students think of their problems and inventions to help them.
Step 3 Work on 3b
1.Read the instruction in 3b.Show the expressions the students may use for the ad on the board.
2.Make the students write the ad in 15 minutes.
3.Encourage the students to read their work to the class.They can learn from each other and help each other.
Step 4 Work on Self Check
1.Finish Self Check 1.
(1)Get the students to read and review the words in the box.
(2)Make the students fill in the blanks on their own.
(3)Organize the students in pairs,and get them to correct the work of each other.
(4)Encourage the students to read aloud the passage until fluently.
2.Finish Self Check 2.
(1)Ask the students to say how to write a passive voice sentence simply.
(2)Ask some students to rewrite the sentences on the blackboard.Other students rewrite the sentences on their own.
(3)Check the answers.
3.Finish Self Check 3.
(1)Make the students read the instruction and understand how to work.
(2)Lead the students to review the inventions in this unit.Make them quickly and simply describe the inventions.
(3)Ask the students to choose one invention to finish the writing.
◇教学反思◇
本课时的重点为写作,围绕发明这个话题进行写作练习,激发学生发明创造的灵感。在实施教学中鼓励学生大胆设想与想象,并让学生尝试使用本单元所学重点单词、词组和句型来描述自己发明的一样物品。
另外,在让学生练习的同时注重对学生能力的培养。写作可以很好地巩固所学知识,特别是学生之间相互修改作文,可以激发学生的积极性和责任心,从而让学生加深对错误的认识,避免下次再犯。
第四课时 Section B (2a-2e)
◇目标导航◇
类别
课时要点
重点单词
Canadian adj.加拿大的;加拿大人的n.加拿大人
divide v.分开;分散
basket n.篮;筐
hero n.英雄;男主角
重点短语
divide...into...把……分成……
not only...but also...不但……而且……
look up to钦佩;仰慕
the number of...……的数目
achieve one’s dreams实现某人的梦想
重点句型
1.When he was a college teacher,he was asked to think of a game that can be played in the winter.当他在大学里当老师的时候,他被要求想出一种能在冬天进行的运动项目。
2.Today,the popularity of basketball has risen around the world,with many young people dreaming of becoming famous players.现在,篮球已经在世界各地普及,很多年轻人都梦想成为著名的篮球运动员。
教学重点
1.让学生掌握本课时的重点单词、短语和句型。
2.让学生了解篮球运动发明的有关历史,巩固一般过去时的被动语态。
教学难点
提高学生的阅读理解能力。
◇教学过程◇
预习指导
一、方法指导
1.预习Page 46上的生词,根据音标能读出这些单词,并掌握其词性和汉语意思。
2.朗读2b的文章,试着完成汉语翻译。
3.跟着录音朗读文章。
二、预习检测
Ⅰ.根据句意及汉语提示完成单词
1.Ann comes from Canada,so she’s a Canadian (加拿大人).?
2.Many champions are regarded as heroes (英雄) in our country.?
3.Which city will host the Olympics (奥运会) in 2020??
4.—Would you please divide (分开) the big apple into two halves and give me a half??
—Sure.
5.The basket (篮子) is full of all kinds of vegetables and fruits.?
Ⅱ.单项填空
(A)1.When I was young,I always dreamed of a famous singer.?
A.being B.become
C.becomes D.became
(D)2.The teacher divided the students several groups to discuss that question.?
A.from B.with
C.up D.into
(C)3.The teacher always encourages these children hard.?
A.work B.working
C.to work D.worked
(C)4.WeChat is very popular. the young the old are getting interested in it.?
A.Neither;nor
B.Either;or
C.Not only;but also
D.Between;and
(A)5.Now the number of Chinese people working in Africa more than one million.?
A.is B.are
C.was D.were
课堂教学
Step 1 Leading in
1.Greet the class.
2.Show several pictures of Yao Ming,and ask what he is famous for.And then lead the students to talk about basketball.
Step 2 Work on 2a-2b
1.Ask the students to read the questions in 2a.Get the students to discuss these questions in pairs.
2.Ask the students to predict what they will read in this passage with the help of the title.Make sure not to read the passage.
3.Ask the students to read the passage carefully,and focus on the details.Explain the reading strategy mind-mapping.Ask the students to use mind maps to sum up the main idea of each paragraph.
Step 3 Work on 2c-2e
1.Ask the students to read the passage in 2b again,then complete the mind map in 2c.
2.Ask a student to share his/her mind map.
3.Ask the students to think what else they can add to the mind map.
4.Ask several student to share their answers.
5.Check the answers with the students.
6.Ask the students to answer the questions in 2d,and check the answers.
7.Ask the students to think about the question in 2e“What do you think of famous basketball players?”Then encourage them to discuss with their partners.
8.Ask several students to share his/her answers.
板书设计
1.divide作动词,意为“分开;分散”。常见搭配:divide...into...“把……分成……;分散”。
2.not only...but also...为固定搭配,意为“不但……而且……”。若连接两个并列的主语,谓语动词与靠近的主语在人称和数上保持一致。
3.the number of...意为“……的数量”,作主语时,谓语动词应用单数形式。
a number of...意为 “大量”,修饰可数名词复数,作主语时,谓语动词应用复数形式。
◇教学反思◇
本课时需要学习和掌握的阅读策略是利用思维导图帮助理清、记忆阅读语篇中的相关信息,把获取的信息转换成图形来帮助学生记忆。积极运用阅读策略有助于培养学生主动学习的习惯。阅读语篇主要介绍篮球这项运动的由来,共分为三段,分别介绍了篮球的历史、发展以及篮球遍及世界各地深受人们喜爱的情况。
本课时从学生熟悉的话题入手,通过快速阅读让学生有目的地浏览文本,培养了学生快速搜集信息、处理信息的能力。
