Unit 9 When was it invented 全单元6课时

Unit 9 When was it invented
I．Learning objectives 教学目标
SkillFocus ▲Talk about the history of inventions▲Write and read about inventions▲Learn to remember information using mind-mapping▲Learn to use imagination to invent things to deal with problems and do role plays
LanguageFocus 功能句式 Talk about inventions(P68-70)When was (the telephone ...) invented I think it was invented in ... I think (the telephone ...) was invented before / after ...Who was it / were they invented by It was / They were invented by ... What is it / are they used for It is / They are used for ... What do you think is the most helpful / annoying invention I think the most helpful / annoying invention is ...
词汇 1. 重点词汇invent, mistake, ancient, produce, pleasant, pie, throw, century, notice, including, knock, basket, metal, below, towards, develop, risen2． 认读词汇scoop, adjustable, heel, battery, operate, slipper, bulb, light bulb, microwave, microwave oven, crispy, salty, sour, chef, sprinkle, beverage, according, legend, boil, bush, remain, flying disk, bakery, Bridgeport, Connecticut, lemon, cookies, abacus, binoculars, rank, indoors, create, wooden, divide, aim, hoop, shoot, backboard, guide, court, Berlin, popularity, worldwide, association, equipment3． 词组be used for, by mistake, in the end, by accident, according to, fall into, in this way, knock into
语法 The Passive Voice:1. When was / were ... invented 2. Who was / were ... invented by 3. What is / are ... used for
StrategyFocus 1. Brainstorming2. Role playing
Culture Focus The history of chips which are popular with westerners.The invention of tea.
II. Teaching materials analyzing and rearranging 教材分析和重组
1. 教材分析
本单元以Inventions为话题，共设计了四个部分的内容：
Section A
该部分有4个模块：第一模块围绕When and in what order were they invented 这一话题展开讨论（1a）、听力（1b）、口语（1c）训练；第二模块围绕3个inventions 进行听力（2a-2b）、口语（2c）训练；第三模块继续围绕inventions这一话题展开训练，要求列出两类不同的发明（3a）并以pairwork形式对此展开讨论和对话训练（3b）；第四模块设置情景alone on a tiny island，以小组活动形式讨论在该情景下什么inventions重要及原因。这部分主要训练口语、学生处理问题的思维能力和想象力。
Section B
该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块围绕the history of chips继续进行听力（2a-2b）、口语（2c）训练；第三模块围绕Who invented tea？这一话题展开阅读理解（3a），并要求学生能够以“From pie plate to flying disk”为题目进行应用写作训练（3b）；第四模块以inventions这一话题训练学生的创造力、解决问题的能力和想象力(4a)， 并且以小组讨论和角色扮演（4b）的形式展开口语训练。
Self check
该部分有2个模块：第一模块对所学词汇进行填空训练(1)；第二模块要求就不同的inventions搜集信息并进行写作训练(2)。
Reading
该部分共设置了5项任务：第一项任务以问题讨论的方式激活学生相关背景知识(Section 1)；第二项任务要求学生通过快速阅读获取信息(Section 2)；第三项任务利用填图、回答问题等练习形式进一步加深学生对阅读内容的理解(Section 3)；第四项任务要求学生对“play on China’s national basketball team one day”问题发表观点、进行口语训练(Section 4)；第五项任务要求学生对某一项发明进行调查研究。
2． 教材重组和课时分配
Period 1 (Section B: 1a, 1b)
Vocabulary building
Period 2 (Section A: 1a, 1b, 1c) New function presenting
Period 3 (Section A: 2a, 2b, 2c, 3a, 3b, 4)
Practice
Period 4 (Section B: 2a, 2b, 2c, 3a, 3b) Integrating skills
Period 5 (Section B: 4a, 4b; Self check: 1, 2) Self check
Period 6 (Reading: Section 1—Section 4) Reading comprehension
III. Teaching plans for each period
分课时教案
Period 1 Vocabulary building
Language goals 语言目标
1. Words && expressions生词和短语
invent, scoop, adjustable, operate, mistake, thin, sprinkle, sweet, salty, crispy, sour, discover, annoying, special, ancient, legend, boil, fire, nearby, remain, notice, produce, pleasant, throw, thousand, century, taste, smell, create, divide, shoot
2. Key sentences重点句子 (P71)
Who invented them
They were invented in 1863.
Ability goals能力目标
Enable the students to understand and use the new words of this unit.
Emotion && attitude goals 情感和态度目标
Enable the students to be aware of different inventions around them.
Strategy goals 策略目标
Enable the students to use what they know to explain new words.
Teaching important points教学重点
Understand and use the new words and phrases.
Teaching procedures and ways 教学过程与方式
Step I Lead-in
T: Good morning / afternoon, boys and girls. This week we will begin a new unit about inventions. You can see inventions all around us, from TV to car, from food to clothing. We should say nobody can live without them. Don’t you think so Can you imagine one day without inventions
Ss: That’s impossible.
T: Yes, we live in a world of inventions. These inventions make our life easier and more comfortable. In this unit, we will learn some inventions and their history. First, let’s get to know some new words.
Step II Card Game
Ask the students to play a card game to help them remember the new vocabulary of this unit.
T: Close your books. Here are some cards. On each card there is a word with English spelling. When I hold up a card, you must tell me what it means in Chinese, how to read it and some words related to it. Are you clear
Show the cards to the students one by one. Correct their mistakes in pronunciation and understanding.
…
Step III Practice the new vocabulary
Ask the students to explain in their own words the words in Section A in the workbook.
T: Very good. Please turn to Section A of workbook, the first part. Discuss these words in groups and explain their meanings in your own words.
Sample answers:
S1: Invent: There was not such a thing in the world. Someone made it and then there is such a thing. So we can say someone invented it.
S2: Discover: There is a thing. But people don’t know it or few people know it. Someone find it and make it known to people. We can say someone discovers it.
S3: Scoop: When it is a noun, it means a short-handled tool for taking up and moving something. When it is a verb, it means lifting something with a scoop.
S4: Mistake: If I say 2 and 2 is 1, you can say I make a mistake.
S5: Annoying: make one angry, unhappy or uncomfortable.
S6: Adjustable: that can be made more helpful or useful.
S7: Microwave: very short wave.
S8: Braces: something used to tighten.
Ask the students to circle the words in the table.
T: Very good. Now please find these words and circle them in the table. Volunteers
Show a hanging chart with the same table to the students. Ask them to come to the front and circle the words in the table in the hanging chart.
Check the answers and correct the mistakes if there are any.
Step IV Words about food taste
(1a, 1b: P71)
Ask one student to come to the front to do a blind taste test.
Show a bag to the students.
T: Look, there are 4 kinds of food in it. I will let one of you come to the front and taste them. But I will use a piece of cloth to cover his or her eyes. After tasting, he or she has to tell how each food tastes and what food it is. Are you clear Sophie, please.
Cover Sophie’s eyes and give her the food one by one. Sophie tastes each food and tries to guess what it is.
S: It is sweet. I think it is an apple.
They are salty and crispy. I think they are potato crisps.
It is sour. I think it is a tomato.
It is salty. But I don’t think I have eaten this food before. It is delicious.
T: Do you enjoy the food Now you can take off the cloth. The last one is Pizza, which is popular with westerners. You can take it with you and go back to your seat. Thank you.
Sophie goes back to her seat.
T: Hi, class. What are the four different tastes of the food Sophie had
S: They are sweet, crispy, salty and sour.
T: Yes. They are words used to describe different tastes of food. Try to use them to describe the food in the picture of 1a, Section B.
Ask the students to read the pictures of 1a in Section B and describe how the food tastes.
T: Now, look at the four pictures. What are they
Ss: They are potato chips, lemon, ice cream and tea.
T: You are right. Please use the words we’ve just learnt to describe how they taste.
S1: Potato chips are crispy. Lemon is sour. Ice cream is sweet. Tea is sweet.
T: How about you Do you have a different idea
S2: Potato chips are crispy and salty. Lemon is sour. Ice cream is sweet. Tea is sweet.
T: Good. I think S2’s answer is better. Now let’s repeat the description together.
Ss: ...
Ask the students to write the name of a different food after each word in 1b of Section B.
T: Now, write the names of different foods after each taste as many as possible. I think this is an easy job for you. Think of the food you eat everyday at home or in restaurants.
Collect the answers and put them down on the blackboard.
Sample answers:
sweet: apple, orange, banana, honey, orange juice, cakes and candies
crispy: salad, potato chips, lettuce and cucumber
salty: pizza, French fries, olives
sour: grapes, pickle and vinegar
Step V Do a quiz
Ask the students to finish the following exercises in 10 minutes.
T: Next we’ll do a quiz. Your task is to finish the exercises in 10 minutes. Anyone who does his best without looking at the textbooks will be invited to my home this Sunday for a pizza meal. When I say “begin”, you can begin. After you finish, hold up your hands and let me know. Are you ready One, two, begin!
Fill in the blanks with the words you’ve learnt according to the Chinese.
1. Who _______ the telephone ( 发明)
2. When was the car ________ (发明)
3. It ______ _______ _______ scooping really cold ice cream. (被用来……)
4. What do you think is the most _______ inven-tion (令人烦恼的)
5. The potato chips were invented _________ ______. (错误地)
6. The customer thought that the potatoes weren’t ______ enough. (薄)
7. The customer was happy __________ _______ ______. (最终)
8. The customer said they weren’t _____ enough. (咸)
9. The chef ________ lots of salt on the potato chips. (撒)
10. The tea was invented ______ ______. (偶然地)
11. This beverage was _______ (发现) over 3 _____(千) years ago.
12. ______ _______ (根据) this legend, people _______(煮) water to drink over an open fire.
13. He ______ ______ the river yesterday. (掉进)
14. She ______ beautiful after these years. (保持)
15. The emperor ______ (发现) that the leaves in the water _______ (发出) a pleasant smell.
16. Dr Naismith ______ (分) the men in his class into two teams.
17. Dr Naismith _______ (创造) a game to be played on a hard wooden floor.
18. Many young people _____ _____ (梦想) becoming famous basketball players.
19. Here is a ________ present for you. (特别的)
20. Can you _______ the computer (操作)
Sample answers:
1. invented 2. invented 3. is used for 4. annoying
5. by mistake 6. thin 7. in the end 8. salty
9. sprinkled 10. by accident 11. discovered, thousand 12. According to, boiled 13. fell into 14. remains 15. discovered, produced 16. divided 17. created
18. dream of 19. special 20. operate
T: Lily, you are the one who finished the exercises fastest and correctly, so I will invite you to my house and I will cook some pizza for you.
Step VI Homework
Review new words and phrases learnt in this period. Finish the following exercises on homework paper.
Homework paper
1. Fill in the blanks and translate the sentences.
(1) When ______ the car ______ (被发明)
(2) What ____ the heated ice cream scoop _____ ______ (被用来……)
It _____ ______ ______ scooping really cold ice cream. (被用来……)
(3) Basketball is ______ (喜欢) by all the people.
(4) A game was ________ (创造) to be played on a hard wooden floor.
(5) This beverage was _____ (发现) two thousand years ago.
(6) A pleasant smell was ______ (发出).
2. Change the sentences into the passive voice.
(1) I watered the flowers.
___________________________________.
(2) He turned on the light.
___________________________________.
(3) Who invented the air-conditioner
___________________________________.
(4) Who invented the battery-operated slippers
___________________________________.
Period 2 New function presenting
Language goals 语言目标
1. Words && expressions 生词和短语
invent, discover, scoop, mistake, annoying, adjustable, microwave, braces
2. Key sentences 重点句子 (P68)
When was the telephone invented
I think it was invented in 1876.
I think the telephone was invented after the car.
Ability goals 能力目标
Enable the students to use the passive voice to talk about “when it was invented”.
Emotion && attitude goals 情感和态度目标
Enable the students to know about when some important inventions were invented.
Strategy goals 策略目标
Listening and matching.
Culture awareness goals 文化意识目标
Know about inventions in different countries.
Teaching important points 教学重点
Help the students to understand and use the grammar: the passive voice.
Teaching procedures and ways 教学过程与方式
Step I Revision
Check the homework and help the students to correct mistakes if any.
T: Hello, everyone, have you finished your homework Take out the homework paper. Please read the complete sentences in Ex.1 and then translate them into Chinese. This line, please.
Sample answers to Ex. 1:
(1) When was the car invented
车是什么时候被发明出来的？
(2) What is the heated ice cream scoop used for
被加热的冰激凌勺子是被用来干什么的？
It is used for scooping really cold ice cream.
它是被用来舀凉凉的冰激凌的。
(3) Basketball is enjoyed by all the people.
篮球被所有人喜欢。
(4) A game was created to be played on a hard wooden floor.
一个游戏被创造出来了，为的是能在坚硬的木质地板上玩。
(5) This beverage was discovered two thousand years ago. 这种饮料在2千年前就被发现了。
(6) A pleasant smell was produced.
一种令人愉悦的味道被制造出来了。
Sample answers to Ex. 2:
(1) The flowers were watered by me.
(2) The light was turned on by him.
(3) Who was the air-conditioner invented by
(4) Who was the battery-operated slipper invented by
Step II Warming Up (1a, 1c: P68)
Ask the students to talk about when the things in picture of 1a on P68 were invented.
T: Look at the pictures on P68. What are they
Ss: They are telephone, car, calculator, television and computer.
Write the following sentences on the blackboard.
When was (the telephone ...) invented
I think it was invented in (1876 ...).
T: Look at the blackboard. When was the telephone invented You can tell me by using the second structure.
S1: I think it was invented in 1873.
S2: I don’t agree. I think it was invented in 1876.
T: Yes, you got it right. It was invented in 1876.
Write the following sentence on the blackboard.
I think it was invented after / before (the car ...).
T: When was the car invented, then I think it was invented in 1865. So I think it was invented before the telephone.
S1: I don’t think so. I think it was invented in 1890. I think it was invented after the telephone.
S2: I think it was invented in 1885. I think it was invented after the telephone.
Ask the students to discuss in groups.
T: You can have a discussion in groups. Try to find out the correct dates when the things were invented. Try to use the sentence structures on the screen.
Check the results of their discussion.
Sample dialogues:
Dialogue 1:
S1: When was the telephone invented
S2: I think it was invented in 1876.
S1: When was the car invented
S2: I think it was invented in 1930. I think it was invented after the telephone.
S3: I don’t think so. I think it was invented in 1873, so it was invented before the telephone.
S4: I don’t agree. I think it was invented in 1885 and it was invented after the telephone.
Dialogue 2:
S1: When was the calculator invented
S2: I think it was invented in 1971.
S1: When was the computer invented
S2: I think it was invented in 1976. I think it was invented after the calculator.
S3: I don’t think so. I think it was invented in 1927. I think it was invented before the calculator.
S4: I don’t agree. I think it was invented in 1876. I think it was invented before the calculator.
Dialogue 3:
S1: When was the television invented
S2: I think it was invented in 1927.
S1: When was the telephone invented
S2: I think it was invented in 1910. I think it was invented before the television.
S3: I don’t think so. I think it was invented in 1853. I think it was invented before the television.
S4: I don’t agree. I think it was invented in 1947. I think it was invented after the television.
Step III Listening (1b: P68)
Ask the students to listen to the recording and compare their answers with those in the recording.
T: You have quite different answers. Which are right Let’s listen to a dialogue between a woman and a girl. They will tell us the correct dates when these things were invented. What would you do if you are going to do some listening practice
S1: I think we should know what we are asked to do.
T: Then what are you asked to do according to the instruction
S1: To match the inventions with the dates when they were invented.
T: So what should you pay more attention to when you are listening
S1: Dates and numbers.
T: Good. The recording will be played twice. For the first time, listen carefully to the dates when the things were invented.
Play the tape for the first time.
T: For the second time, listen and match the inventions with the dates.
Play the tape again. Then check the answers.
Step IV Summary of the grammar
(Grammar Focus: P69)
Help the students to make a summary of the grammar — the passive voice. Ask them to take out the homework paper and read the first sentence in Ex. 2 again.
T: Why do we use “was” before “invented” Can we remove “was” here
S1: No, we can’t. Because it is a passive voice. The structure is “be + done”.
T: Why do we use “by” here
S2: I think it is used when we want to express “什么事被谁做”, we should use “by sb” to express “被谁”.
Point to the grammar points on the blackboard and make a conclusion.
T: Well, I think you are quite right. When we talk about “被动语态”, we mean the passive voice in English.
Show the following to the students.
The passive voice被动语态
基本形式：be done 被（做）
be done by ... 被（谁）做……
e.g. be invented 被发明
be invented by被谁发明出来
Ask the students to make sentences with the passive voice.
T: Please make sentences on your own with the passive voice.
Sample sentences:
1. The novel was written by Jack London.
2. My glasses were broken by Xiao Ming.
3. His bicycle was stolen yesterday.
…
Step V Homework
Ask the students to finish the listening part (2a and 2b) on P69.
Period 3 Practice
Language goals语言目标
1. Words && expressions 生词和短语
invent, be used for, heated, style, slipper, slippers, scoop, adjustable, heel, battery, operate, battery-operated, special
2. Key sentences 重点句子 (P69)
Who was it / were they invented by
It was / They were invented by ...
What is it / are they used for
It is / They are used for ...
Ability goals 能力目标
Enable the students to learn more passive voice structures and learn to express their views on different inventions.
Emotion && attitude goals 情感和态度目标
Learn to tell helpful inventions from annoying inventions.
Strategy goals 策略目标
Listening for key words;
Matching the answers with the information given and make similar dialogues.
Culture awareness goals 文化意识目标
Similar characters of the great inventors in different countries.
Teaching important points教学重点
Enable the students to express opinions on different inventions.
Teaching procedures and ways 教学过程与方式
Step I Check the homework
T: Hello, everybody. Let’s check the homework. Who’d like to share your answers with the others
Collect answers and correct the mistakes if any.
T: You really did a good job.
Step II Warming Up (2a: P69)
T: Look, what’s this
Point to the scoop on the right of the picture of 2a on P69.
S1: It is a heated ice cream scoop.
T: What is it used for Who was it invented by
Write the following two sentences on the blackboard.
What is it used for
Who was it invented by
S1: It is used for scooping really cold ice cream. But I don’t know who it was invented by.
T: How about these
Point to the shoes and slippers.
S2: They are battery-operated slippers and shoes with adjustable heels.
T: What are they used for Who were they invented by
Show the following two sentences on the blackboard.
Who were they invented by
What are they used for
S2: Sorry, I don’t know.
T: It doesn’t matter. We will listen to the tape and you will get the answer.
Step III Listening (2a, 2b: P69)
Ask the students to listen to the recording and find out the uses and the inventors of the inventions.
T: We will listen to a dialogue and you will know the uses and the inventors of these inventions.
Ask the students what they should do before listening.
T: What are you asked to do according to the instruction
S1: To number the inventions in the order that we hear them.
T: So what should you pay more attention to when you are listening
S1: Names of the inventions.
T: Right. The recording will be played twice. For the first time, listen carefully to the names of the inventions.
Play the recording. Then check the answers.
T: Well, you have numbered the inventions, but have you got the correct answers to the questions Let’s listen to the dialogue again and you will get the correct answers. Do you know what you should do in this part
S: Listen carefully and match the items in Columns A, B and C.
T: So what should you pay attention to in the recording
S: The uses and the inventors’ names of the inventions.
T: When we want to talk about the uses of something, which phrase will probably be used
S: “Be used for”.
T: Yes. The recording will also be played twice. For the first time, just listen carefully to the uses and the inventors.
Play the tape for the first time.
T: For the second time, listen and match the items.
Play the tape again. After the students finishing matching, check the answers with the whole class.
Step IV Oral Practice (2c: P69)
Ask the students to work in pairs to ask and answer the questions.
T: Let’s work in pairs and practice the following structures. One asks questions and the other answers them. Then change the roles.
Show the following questions on the screen:
What is it / are they used for
Who was it / were they invented by
It is / They are used for ...
It was / They were invented by ...
Sample dialogues:
Dialogue 1:
S1: What is this
S2: This is a heated ice cream scoop.
S1: What is it used for
S2: It is used for scooping really cold ice cream.
S1: Who was it invented by
S2: It was invented by Chelsea Lanmon.
Dialogue 2:
S1: What are these
S2: They are battery-operated slippers.
S1: What are they used for
S2: They are used for seeing in the dark.
S1: Who were they invented by
S2: They were invented by Julie Thompson.
Dialogue 3:
S1: What are these
S2: They are shoes with adjustable heels.
S1: What are they used for
S2: They are used for changing the style of the shoes.
S1: Who were they invented by
S2: They were invented by Jayce Coziar and Jamie Ellsworth.
T: From the listening, we know that the three inventions were all invented by foreigners. I hope you should study hard and invent useful things by yourselves, OK
Step V Pairwork (3a, 3b: P70)
Ask the students to comment on inventions by telling helpful inventions from annoying ones.
T: Please explain the meanings of the words “helpful” and “annoying”. And please give some examples to show what they mean.
S1: Helpful: that can help people do things. For example: A vacuum cleaner is helpful.
S2: Annoying: that makes people unhappy and unwell. For example: A very loud noise is annoying.
T: Look at the pictures at the top of P70. What is this in the first picture
S1: It is an alarm clock.
T: What is it used for
S1: It is used for telling the time and waking people up at the fixed time.
T: Do you think it is helpful
S1: Yes, I think so. Because it wakes me up on time every morning.
T: It is really useful. But sometimes it is annoying. Different people have different ideas. My dear students, let’s talk about the 3 inventions using the sentences on the screen. Work in pairs and make dialogues.
Show the following sentences on the screen:
What is this in the picture
What is it used for
Do you think it is helpful / annoying
Sample dialogues:
Dialogue 1:
S1: What is this in the first picture
S2: It is an alarm clock.
S1: What is it used for
S2: It is used for waking people up in the morning.
S1: Do you think it is annoying
S2: Sometimes, when I want to go on sleep.
Dialogue 2:
S3: What is this in the second picture
S4: It is a light bulb.
S3: What is it used for
S4: It is used for giving light.
S3: Do you think it is helpful
S4: Yes, I think so. Because I always do homework and read books in the evening by its light.
Dialogue 3:
S5: What is this in the third picture
S6: It is a microwave oven.
S5: What is it used for
S6: It is used for heating cold food and cooking meals.
S5: Do you think it is helpful
S6: Yes, I think so. Because my parents are very busy and I can use it to cook meals by myself.
T: Good, well done. Now work in pairs and make a list of five helpful inventions and five annoying inventions.
Sample answers:
Helpful inventions: vacuum cleaner, soundproof door and window, car, computer, fax machine
Annoying inventions: air-conditioner, truck, telephone, junk food, ice-cream
Ask the students to make dialogues according to the dialogue in 3b.
T: Look at the dialogue in 3b, discuss with your partners and make similar dialogues.
Sample dialogues:
Dialogue 1:
S1: What do you think is the most helpful invention
S2: I think the most helpful invention is the vacuum cleaner.
S1: Why is that
S2: Well, it can help me clean the floor when mother asks me to do the cleaning.
Dialogue 2:
S3: What do you think is the most annoying invention
S4: I think the most annoying invention is the air-conditioner.
S3: Why is that
S4: Well, I feel uncomfortable in the room with an air-conditioner.
Dialogue 3:
S5: What do you think are the most annoying or helpful inventions
S6: I think the truck is the most annoying invention and the soundproof door and window is the most helpful invention.
S5: Why is that
S6: The trucks always make noises and people can’t sleep well. If they have the soundproof door and window people needn’t worry about the noises anymore.
Step VI Groupwork (4: P70)
Ask the students to use their imagination to solve problems.
Point to the picture at the bottom of P70.
T: Look at the picture. Imagine that you are alone on a tiny island. If you need something but there isn’t any on the island, what would you do
S: I would make it by myself.
T: Good, that’s the way we deal with problems. Choose five inventions you would like to have on the island with you. Discuss in groups and tell the other group members what you choose and why.
Sample dialogues:
Dialogue 1:
S1: I’d like to have a radio because I could listen to music all day.
S2: Yes, but that’s not going to help you leave the island. I think it would be better to have a boat or ship.
Dialogue 2:
S3: I’d like to have some matches because I could light a fire to keep warm.
S4: Yes, but that’s not going to help you leave the island. I think it would be better to have a cell phone.
Dialogue 3:
S5: I’d like to have a telescope because I could look far.
S6: Yes, but that’s not going to help you leave the island. I think it would be better to have a signal lamp.
Step VII Homework
T: Preview Section B: 2b and 3a. Search some information about potato chips and tea.
Period 4 Integrating skills
Language goals 语言目标
1. Words && expressions 生词和短语
electric, light bulb, microwave oven, island, mistake, by mistake, thin, in the end, sprinkle， by accident, beverage, thousand, according to, ancient, legend, emperor, boil, fire, leaf, leaves, nearby, fall into, remain, notice, produce, pleasant, smell, taste, in this way, metal, pie, flying disk, bakery, Bridgeport, Connecticut, throw, abacus, century, telescope, camera
2. Key sentences重点句子 (P72)
When was it invented
Who was it invented by
How was it invented
Ability goals 能力目标
Enable the students to learn how potato chips and tea were invented.
Strategy goals 策略目标
Listen for key information.
Emotion && attitude goals 情感和态度目标
Tell green food from junk food.
Culture awareness goals 文化意识目标
Learn about the history of potato chips and tea, which represent two different cultures.
Teaching important points教学重点
Reading and understanding of the passage “Who invented tea ”
Teaching procedures and ways 教学过程与方式
Step I Warming Up
T: I know that young people like eating potato chips very much. Do you know who invented potato chips And how was it invented Well, next we’ll listen to some material about potato chips.
Step II Listening (2a, 2b: P71)
Ask the students to listen to a passage about potato chips and deal with some tasks.
T: First, listen and judge whether the statements in 2a are true or false. Do you know what you should do first
S: Yes. Read the instructions and sentences.
T: Before listening, grasp the main idea of listening material according to the key words. Which are the key words in these sentences
S: By mistake, 1863, not thin enough, not salty enough, happy, in the end ...
T: Good. The recording will be played twice. For the first time, listen carefully and pay attention to the key words.
Play the tape for the first time.
T: For the second time, listen and finish the task of 2a.
Play the tape for a third time and let the students complete the sentences in 2b. Then check the answers.
Step III Pairwork (2c: P71)
Ask the students to role play the conversation about the invention of the potato chips.
T: After listening to the tape, can you tell me when and how potato chips were invented Who invented them Now read the instructions of 2c. Discuss with your partners and make a role play according to the sample dialogue.
After the students finish discussion, ask some pairs to present their dialogues.
A sample dialogue:
S1: Did you know that potato chips were invented by mistake
S2: Wow, I didn’t know that. Who invented them
S1: They were invented by a chef called George Crum. S2: When were they invented
S1: They were invented in 1853.
S2: Why do you say they were invented by mistake
S1: One day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick. George was in a bad mood, so he cut the potatoes really thin, and he cooked them for a long time until they were crispy. And he sprinkled lots of salt on them so they were really salty. He thought the customer would hate them.
S2: And
S1: And of course the customer loved them and asked for more.
S2: It is very interesting.
Step IV Reading (3a: P72)
Ask the students to read the passage about tea and then deal with the questions after it.
T: As we all know, tea was first invented in China and Chinese tea is the most popular all around the world. Do you like drinking tea Why
S1: I like tea very much. Because it makes me feel cool.
S2: I like it because it can make me stay awake and I won’t feel sleepy in class.
S4: I like it because it’s good for our health.
T: Tea is good for our health, especially green tea. Drinking green tea is helpful in a few medical conditions. Green tea can help prevent teeth decaying. Green tea can even help dieters.
Ask the students to read the passage about the tea and answer the questions.
T: Next, we’ll read a passage about the tea. You will know more about it. Please read the passage on P72 carefully and then find the answers to the following questions. 5 minutes for you to read.
Five minutes later.
T: What is this article about
S1: I think it is about the invention of tea.
T: Was it invented on purpose or by accident
S2: By accident. The first sentence tells us that.
T: When was it invented
S3: Over 3,000 years before 1610.
T: That was quite a long time ago. Who invented it then
S4: The emperor Shen Nong.
T: Who can tell us how it was invented
S5: According to an ancient legend, once when Shen Nong was boiling drinking water over an open fire, some leaves from a nearby bush fell into the water and remained there for some time. He noticed that the leaves in the water produced a pleasant smell. Later he tasted the water and found it quite delicious. That’s how he discovered tea.
Step V Writing (3b: P72)
Ask the students to describe the picture in the middle of P72.
T: Look at the picture in the middle of P72. What can you see in it
S1: I can see a dog with a flying disk in its mouth.
T: You are right. It is a flying disk in the dog’s mouth. Look, here is a real flying disk. Do you like playing it Let me show you how to play.
Show the students how to play a flying disk.
T: By the way, do you know the history of the flying disk How was it invented Look at the left column of 3b. You may get some information from the notes.
T: What can you learn from the notes
S2: I know the flying disk was invented by college students.
S3: I know the flying disk was made of metal pie plate.
S4: I know the flying disk was invented in 1950s.
S5: I know the story happened in bakery Bridgeport, Connecticut.
…
Ask the students to write an article using the notes.
T: Very good. We will write an article about the flying disk according to the notes. 10 minutes for you. The title and first sentence are already given.
A sample version:
From pie plate to flying disk
The flying disk was invented by college students. Flying disk is a metal pie plate. In the 1950s, several college students ate pies made by a bakery in Bridgeport, Connecticut. They found it interesting to throw the pie plates with each other. Then it became a game. Today, there are flying disk clubs, magazines and even a festival.
Step VI Homework
Ask the students to find out the information about the inventions in Part 2 of Self check.
Period 5 Self check
Language goals 语言目标
1. Words && expressions 生词和短语
crispy, sweet, salty, sour, invent, be invented by / in ...
2. Key sentences 重点句子 (P73)
(The abacus ...) was invented by / in ...
Ability goals 能力目标
Enable the students to think of their own inventions and write them down.
Emotion && attitude goals 情感和态度目标
Enable the students to have their own inventions.
Strategy goals 策略目标
Problem-solving and pairwork.
Culture awareness goals 文化意识目标
Learn to be inventive and persuasive.
Teaching important points 教学重点
Help the students to think of inventions that could help them.
Teaching procedures and ways 教学过程与方式
Step I Check the homework (2: P73)
T: Have you finished your homework Have you found out when these things on P73 were invented and who they were invented by
Sample answers:
The abacus was invented in the sixth century by Chinese people.
The umbrella was invented about 4000 years ago in Assyria, China and Egypt.
In Italy in 1854 , Ignatio Porro invented the binoculars.
The bicycle was invented in the 1880s in England.
The Camera was invented by Joseph Nicephore Niepce in 1827. The inventor took the first picture in the world.
Step II Practice the vocabulary and grammar (1: P73)
Ask the students to finish the exercise of Part 1 of Self check.
T: We have learnt four words about different kinds of tastes. What are they
S: They are sour, sweet, salty and crispy.
T: Good. Please turn to P73, Part 1. Fill in the blanks with the right tastes.
After the students finish it, ask one of them to read the complete sentences to check the answers.
T: We’ve also learnt two articles about potato chips and tea. Next complete the following two cloze tests to have a review of them. Don’t refer to your textbooks. OK
Give the students 10 minutes to finish the two tests.
Cloze test 1:
Did you know that potato chips were invented ______ ______ It says that they were invented _____ a chef called George Crum in 1853. One day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick. George was in a bad mood, so he cut the potatoes really, really thin, and he cooked them for a long time until they were _____. And he _______ lots of salt on them so they were really ______. He thought the customer would hate them. But the customer loved them and asked for more. He told other customers about them, and soon everyone was ordering thinly-sliced, crispy, salty potato chips. ______ ______ _______, they became popular.
Cloze test 2:
Did you know that tea, the most popular drink in the world was invented _____ _____ Although tea wasn’t brought to the Western world until 1610, this beverage was discovered over three ________ years before that. _______ _____ an ancient Chinese legend, the emperor Shen Nong ______ tea when he was boiling drinking water ______ an open fire. Some leaves from a bush ______ ______ the water and _______ there for some time. The emperor ______ that the leaves in the water produced a pleasant smell. Later he decided to taste the hot mixture. It was quite delicious. And ______ ______ _______, one of the world’s favorite drinks was invented.
Sample answers:
Cloze test 1: by mistake, by, crispy, sprinkled, salty, In the end
Cloze test 2: by accident, thousand, According to, discovered, over, nearby, fell into, remained, noticed, in this way
T: Well done. What grammar did we learn in this unit
S: The passive voice.
T: Next, let’s do some practice on grammar. Change the sentences into the passive voice. Pay attention to the tense and make the subject agree with the verb.
Show the following sentences on the screen.
1. Who invented the basketball
2. All enjoy this much-loved and active sport.
3. More than 100 million people play basketball.
4. The teacher asked James Naismith to invent a new game.
5. Dr Naismith divided the men into two teams.
6. Dr Naismith created a game.
Sample answers:
1. Who was the basketball invented by
2. This much-loved and active sport is enjoyed by all.
3. Basketball is played by more than 100 million people.
4. James Naismith was asked to invent a new game by the teacher.
5. The men was divided into two teams by Dr Naismith.
6. A game was created by Dr Naismith.
Step III Talk about inventors
Ask the students to talk about inventors and lead them to get a positive attitude toward inventing and inventors.
T: Can you think of some great inventors
S: Thomas Edison, Benjamin Franklin, Alexander Bell.
T: Why could they become inventors Discuss in groups.
Sample answers:
S1: They were cleverer than others.
S2: They had money.
S3: They had good imagination.
S4: They were determined to do something well.
S5: They were not afraid of failure. They were good at learning experience from failure.
S6: They liked solving problems in many ways.
T: In my opinion, their great inventions came from their own efforts. Some of them didn’t do well at school, so not all the inventors have high IQ. In fact if you are careful in everyday life and fond of thinking and inventing, you can also become inventors.
Step IV Think of an invention (4a: P72)
Ask the students to think of an invention and write down the details of it.
T: Now, think of something that you don’t like doing or that you are not satisfied with. Then think of an invention that could help you or make you satisfied. Write the details in the chart in 4a of Section B on your textbooks.
A possible invention:
Problem: being poor at translating
New invention: a special pen that can do translating
Use: It can do translating. While one is writing, it translates what he has written into the target language.
Price: 30 Yuan.
Step V Talk about inventions (4b：P72)
Ask the students to finish the task of 4b in pairs.
T: Just now, all of you thought of your own inventions. Do you think your inventions are practical Do you think other people will show interest in them Imagine you are a business person. Ask your partner questions about his or her invention. Then try to sell your partner’s invention to the class.
Sample dialogues:
Dialogue 1:
S1: What is your invention
S2: It is a special pen. It has three colors.
S1: What is it used for
S2: It is used for writing in the dark and keeping eyes healthy.
S1: Sounds good. How much does it cost
S2: It only costs 30 yuan.
S1: OK. (Take out a pen and hold it up) Look, my dear friends. Here is a special pen. It was invented by ZhengJie. It has three colors. It is used for writing in the dark and keeping eyes healthy. When you write in the dark you can change the colors now and then. The light is beautiful and soft. It is only 30 yuan. Who’d like to buy
S3: I will. But I think it is a little expensive. Can you cut down the price a little
S1: OK. 20 Yuan.
S3: I’ll take it.
S1: Thank you.
Dialogue 2:
S5: This siren was invented by Hellen to stop thieves stealing your bicycles.
S6: Is there anything special
S5: Yes. It can only recognize your own voice. But if anyone else walks near it within one meter, it will give alarm all the way until you come and stop it.
S6: Sounds good. How much is it
S5: 100 yuan.
S6: I will have one.
T: Good job. I really appreciate your imagination and creativity.
Step VI Homework
Ask the students to write a paragraph about an interesting invention as required in Part 7 in the workbook.
A sample paragraph:
The mobile phone is a very important invention, though it is expensive. Most of the people in the world use mobile phones, including my classmates. When I feel boring and need help, I always use it to send messages to my classmates or call my friends. It can tell the time and wake me up in the morning. I am never late for school. I think I can’t go without it.
Period 6 Reading comprehension
Language goals 语言目标
1. Words && expressions 生词和短语
invent, notice, create, divide, shoot
2. Key sentences 重点句子 (P74)
The sport of basketball is a little more than a hundred years old.
Basketball was invented by a Canadian doctor named James Naismith.
The aim of basketball is for players to try to get a ball into the “basket”.
Ability goals 能力目标
Enable the students to learn how basketball was invented.
Emotion && attitude goals 情感和态度目标
Learn the history of basketball.
Strategy goals 策略目标
Enable the students to use mind-mapping strategy to remember information.
Culture awareness goals 文化意识目标
Learn about popular sports in China and America’s NBA.
Teaching important points教学重点
Help the students learn to remember information by using mind-mapping.
Teaching procedures and ways 教学过程与方式
Step I Warming Up （Section 1：P74）
Ask the students to talk about popular sports in China.
T: Do you like sports Which sport do you like best Which sport is the most popular in China
S: I like sports. I like playing ball sports, especially football. I think the most popular sport in China is pingpong.
T: Now list 8 sports played in China. Rank them [1-8] in order of popularity. Write your answers in the table on P74. I’ll ask 2 students to come to the front to write down their answers on the blackboard.
Ask two students who may like playing basketball.
T: OK. Thank you. Go back to your seats. Oh, look, both of them think basketball is the most popular. Do you think so
Ss: Yes.
T: But have you ever thought when it was invented and who it was invented by And how did it become popular
Step II While-reading（Section 2：P74）
Ask the students to read the passage about basketball to know the history of basketball.
T: Now let’s read the passage on P74. It will tell you a lot about the history of basketball. You can use mind-mapping to help you remember information. That is, change the information you read into a colorful “picture of words”. Because the brain recalls pictures more easily than written words.
Let the students read the passage. Several minutes later.
T: Now close your eyes. After reading this passage, do you have pictures in your mind Think of a person named James, a ball, a basket, players, the first basketball game in history, Olympic Games, Chinese team, popular around the world, NBA ...
Let the students close their eyes and try to do mind-mapping.
Step III Post-reading（Section 3：P75）
Ask the students to complete the mind-map without referring to the text to check how much they have remembered about the passage.
T: OK, stop here. I believe all of you have a clear picture in your mind. Now please turn to page 75, complete the mind map with information from the reading.
Ask one student to come to the front to write down the answers on the hanging chart with the same map. Check the answers and correct the mistakes if any.
T: What do you think of mind-mapping Do you find it helpful
Ss: Yes. It makes job easier and more interesting.
T: That is an important learning strategy. Don’t forget to use it in your later lessons.
Ask the students to answer the questions of 3b without referring to the text.
T: We have finished the map but there are still 4 questions for you to answer. Please use what you remember from the mind map to answer the following questions.
Sample answers:
1. It was invented by a Canadian doctor name James Naismith, who was born in 1861.
2. Because basketball first became an Olympic event in the Berlin Olympics.
3. The aim of basketball is for players to try to get a ball into the “basket”: a net hanging from a metal hoop.
4. NBA.
Step IV Oral Practice (Section 4: P75)
Ask the students to make a list of good things and difficult things about being a basketball player.
T: How many students in our class like playing basketball
Many boys put up their hands.
T: Good. It seems boys like playing basketball. S1, I know you are good at playing basketball. Do you dream of becoming a member of China’s national basketball team
S1: I always dream of becoming as famous as Yao Ming one day.
T: But you have to practice hard. Now let’s make a list of good things and difficult things about being a basketball player. You may use the following structures:
It’s good to be a basketball player because ...
It’s difficult to be a basketball player because ...
Five minutes later, collect answers.
Sample answers:
1. It’s good to be a basketball player because ...
It keeps you healthy.
It can make you famous and help you make a lot of money.
It can make you loved by many people and help you make many friends.
2. It’s difficult to be a basketball player because ...
You must practice a lot to be good at it.
It takes a lot of time to play it well.
It is dangerous to play it; you may fall down and get hurt.
Step V Homework
Ask the students to read books about inventing and inventors.
T: So much for this unit. I hope you can invent things of your own. You may not be able to invent great things at the beginning. But when you grow up, I am sure you will have quite fascinating inventions.
Teaching Resources
教学资源库
1. 语法：被动语态
动词的语态表示主语与谓语之间的关系。英语有两种语态：主动语态表示主语是谓语动作的执行者，被动语态表示主语是谓语动作的承受者。
1） 被动语态的形式
被动语态由“助动词be + 实意动词的过去分词”构成。助动词be随着人称、数、时态和语气不同而变化。
Note: 被动语态没有完成进行时和将来进行时。必要时用完成时态和一般时代替。
2） 被动语态的用法：
①不知道或没必要说明动作的执行者：
Such books are written for children.
这些书是为孩子们而写的。
②动作的承受者是谈话的中心；或者既关系动作的承受者，又关心动作的执行者：
The song was composed by a student.
这首歌是一位学生谱写的。
③出于修辞的需要：
He went to the country and was warmly welcomed.他去了那个国家并受到热烈欢迎。
3） 被动语态的句型结构
① 主语 + 被动动词：
Rice is grown in the south. 水稻在南方种植。
②主语 + 被动动词 + 保留宾语（或介词短语）：
I was given a book (by him).或 A book was given to me (by him). 他给了我一本书。
③主语 + 被动动词 + 主语补足语：
He will be elected our monitor.
他将被选为我们的班长。
Note:主动句中的宾补如果是省略to的不定式时，变成被动句后，作为主补的不定式必须带to:
He was seen to come this morning.
今早有人看见他来过。
④主语 + 含情态动词的被动动词：
He should be praised by the teacher.
他应该受到老师的表扬。
⑤主语 + 被动的短语动词（注意保持短语动词的整体性，不可丢掉介词或副词）：
My sister is taken care of by Grandma.
我妹妹由奶奶照看。
⑥形式主语it + 被动动词 + 主语从句：
It was suggested that we should put off the meeting. 有人建议我们推迟会议。
⑦主语 + say, consider, find, know等的被动形式 + 动词不定式：
The horse is said to run very fast.
据说那匹马跑得很快。
4） 被动语态的注意事项
①有些及物动词或及物动词短语不能用语被动语态（多表示“静态”），常见的有have, cost, lack, last, own, suit, hold, fit, belong to, agree with等。
②有些不及物动词以主动形式表示被动意义。常见的有cut, wash, write, sell, wear等。
The shirt washes well. 这件衬衫经洗。
③被动结构和系表结构的区别在于：“be+过去分词”强调动作时为被动结构；表示状态、性质、特点时为系表结构（这时不加by短语）：
The library is closed at six. （被动结构）
图书馆在6点关门。
The library is closed now. （系表结构）
图书馆已关门了。
④被动结构中的by短语：主动句的宾语是被动句的主语；主动句的主语是被动句中介词by的宾语，是动作的执行者。如果不特别需要说出动作的执行者时，就无需使用by短语。
Paper was first made in China.（无需说出动作执行者）
纸最早在中国制造。
有时不用by短语：
The room was filled with smoke.
房间里烟雾弥漫。
⑤“get + 过去分词”有时也可表示被动概念：
I got hit (=was hit) yesterday. 我昨天挨打了。
⑥被动结构的英汉互译：汉语被动结构的使用远不如英语那样广泛，因此有些句子汉语中没有“被”、“受”、“由”等词，但译成英语时却要用被动结构：
Shoes are made in this factory.
这家工厂制鞋。
2． 背景知识
Thomas Alva Edison
Thomas Alva Edison was both a scientist and inventor. Born in 1847, he couldn’t speak until he was almost four years old. He was once thought to be a boy who was not worth educating. So he dropped out of school when he was very young. In fact he was a boy full of imagination. He made great contributions to the world.
In his lifetime, Edison patented 1,093 inventions, earning him the nickname “The Wizard of Menlo Park”. The most famous of his inventions was the light bulb. Besides the light bulb, Edison developed the phonograph. He also improved the original design of the stock ticker, the telegraph, and Alexander Graham Bell’s telephone. He believed in hard work, sometimes working twenty hours a day. Edison was quoted as the saying, “Genius is one percent inspiration and 99 percent perspiration.” In honor of this important American, electric lights in the United States were dimmed for one minute on October 21, 1931, a few days after his death.
Benjamin Franklin
Benjamin Franklin (1706-1790), American printer, author, diplomat, philosopher and scientist who invented lightning rod was born in Boston.
A list of Benjamin Franklin’s inventions reveals a man of many talents and interests. His natural curiosity about things made him try to find ways to make them work better.
Franklin was engaged in many public projects. In 1731 he founded what was probably the first public library in America, chartered in 1742 as the Philadelphia Library. He organized the first fire company in that city and introduced methods for the improvement of street paving and lighting.
Everyone knows the story of Ben’s famous kite flight. He made important discoveries and advancements. He invented the lightning rod which protected buildings and ships from lightning damage. His invention of an iron furnace stove allowed people to warm their homes less dangerously and with less wood. The furnace stove that he invented is called a Franklin stove.
In his old age, Ben retired from business and public service and wanted to spend his time reading and studying. He found, however, that his old age has made it difficult for him to reach books from the high shelves. Even though he had many grandchildren to help him, he invented a tool called a long arm to reach the high books. The long arm was a long wooden pole with a grasping claw at the end.
In 1747 he offered what is called the “one-fluid” theory in explanations of the two kinds of electricity, positive and negative. In recognition of his impressive scientific achievements, Franklin received honorary degrees from the University of St. Andrews and the University of Oxford. He also became a fellow of the Royal Society of London for Improving Natural Knowledge and, in 1753, was awarded its Copley Medal for distinguished contributions to experimental science. Franklin also exerted a great influence on education in Pennsylvania. In 1749 he wrote Proposals Relating to the Education of Youth in Pennsylvania; its publication led to the establishment in 1751 of the Philadelphia Academy, later to become the University of Pennsylvania.