九单元教案.doc

Unit9Whenwasitinvented?
单元计划
一、教材分析
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”（被动语态）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，激励他们展开丰富的想象翅膀，人人都能成为“小发明家”。
二、教学目标
语言目标
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，善于观察事物；面对难题，用积极的态度解决，发挥创造能力；认识世界，改造世界。
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
四、课时安排
课时
范围
目标
任务
课型
1
Section A
1a—1c
熟知一般过去时被动语态的构成，谈论5项发明的时间
是真是假 T or F
听说课
2
Section A 2a—2c
进一步学习被动语态的用法，谈论发明的发明者和用途
“百宝箱”之谜
听说课
3
Section A 3a—4
针对各项发明的用途和特点，发表观点并陈述原因
I’d like to give the aliens…
读写课
4
Section B 1a—2c
有关食物味道的新单词，引出讨论薯条的发明历史，复习前面的语言
评选“美食家”
听说课
5
Section B 3a—4b
阅读茶的由来，回答问题；尝试描述一项新发明
New Invention
“诺贝尔奖”
阅读写作课
6
Self-Check & Review
区别食物味道的重点词汇；查阅资料，描写图片中的发明
I Can’t Live Without It
综合复习课
7
Reading
阅读篮球发明的历史，依据记忆图片的提示，掌握文章中的重要信息
My Favorite Sports
阅读理解课
五、课前准备
老师准备
“大百宝箱”（由中等大小的盒子、彩纸等DIY而成），flashcards；a package of potato chips, some bars of chocolate.
学生准备
上课前引导学生使用互联网等工具查询1a图片中5项以及自己感兴趣的发明物的来历，然后在准备好的卡片反面写上关于这项发明的日期、发明者和用途等信息（如果学生查到的信息是用中文描述的，要求简单地翻译成为英文信息），正面写上发明物的名称，存放在自己制作的“小百宝箱”里。这个过程帮助学生们在进入新课程之前熟悉新单词，为操练目标语言做准备。它有助于学生养成自主学习、解决问题的能力，不但能够了解课本知识，而且发现了许多课外知识、增长了见识。cards，several sheets of paper

第一课时
Module 1
Step 1
1. 用 Powerpoint 制作，插入一张电灯泡的图片，依据讲课内容，旁边依次闪现 light bulb, invent, Thomas Edison, 1879.
2. T: Look at the picture on the Screen.
      What's that in English?
   SS: ...
   T: It's a light bulb. (Students read “light bulb” after the teacher repeatedly.)
   T: Who invented the light bulb?
Thomas Edison invented the light bulb in 1879. (屏幕上，在图片的下面出现这句话。The teacher explains “invent” to help students learn the new word. “Invent” means “to make, design, or think of a new type of thing”. Students read “invent” after the teacher again and again.)
Step 2
1. 邀请5名学生做个排序游戏：教师将事先准备好的大卡片随意地发给4名学生，每张大卡片分别印有 the light bulb, Thomas Edison, in 1879, invented。让他们自己排序，手持卡片、面朝大家排队。
2. T: Is it right, Class?
  SS: Yes/No.
3. 5 号学生做助手帮忙，找到正确的顺序，并大声朗读，其他学生集体跟读。
Step 3
1. 教师特意地颠倒 “the light bulb”和 “Thomas Edison”的顺序。
2. T: Can we say like this?
  SS: No.
   T: We can say in another way in English.
3. 教师手拿印有 was 和 were 的两张大卡片站在 invented 的前面，要求5号学生手持 by 插入 invented 的后面。教师分别用 was 和 were，要求其他学生朗读，判断用 was 还是 were. Claps for them! 5 名学生回到座位上。
4. 板书说明
被动语态的构成：助动词 be + 及物动词的过去分词
was/were + 如：invented, called, allowed, done 等
T: 英语动词有两种语态，即主动语态和被动语态。主动语态表示主语是动作的执行者，被动语态表示主语是动作的承受者。被动语态的助动词 be 有人称、数和时态的变化，其变化规则与 be 作为连系动词时完全一样。本单元主要学习一般过去时的被动语态。
5. 要求学生看屏幕，重复用被动语态的表达方式。教师点鼠标，在最下方出现
The light bulb was invented by Thomas Edison in 1879.
T: 当我们不知道谁是动作的执行者，或者没有必要指出谁是动作的执行者，或者只需强调动作的承受者时，要用被动语态，删除 by 引出动作的执行者。如屏幕显示：
The light bulb was invented in 1879.
Module 2
Step 1
1. 切换两张电话和多台计算机的图片，旁边分别出现提示词 Bell, 1876和1976, personal computers.
2. T: Talk with your partner about the invention with the words given.
完成任务所需要的语言结构：
① What is that/are they? It's/They're ...
② ... was/were invented by... in...
3. Ask a few students to say.
4. 图片下面呈现正确的说法：
The telephone was invented by Bell in 1876.
The personal computers were invented in 1976.
学生重复朗读，注意句中不同颜色的标注。
Step 2
1. T: List your favorite books, songs, movies, TV shows and so on.
List
Book: Harry Potter__________________
Song: Xi Shuashua __________________
Movie: __________________________
TV show: _____________________________
2. T: Exchange the list with your partner.
3. 学生根据所拿到的信息，互相轮流说出它的作者、演唱者、演员、导演或者公布的时间等等。
4. 学生们判断这个句子所给的信息是 T or F。
   完成任务所需要的语言结构：
① ... was/were written/sung/acted/directed/hosted by ...
② ... was/were written/sung/acted/directed/hosted in ...
5. 4 人小组再次交换信息单，每名学生手里拿着又一份不同的信息单。参照屏幕上呈现的句式，谈论信息单。全班共分成4个组，在规定的3分钟内，每组任意选择队员站起来，说出手中的信息单，其他3组学生在纸上记下表达的内容是 T or F。规定时间结束，T: How many Ts about the information? 教师在黑板上记录每组最后的成绩。屏幕呈现的句式：
___________ was written by ______________
were sung in
acted
directed
hosted
painted
…
6. T: The winners of this game are called top students in our class. Let's clap for them!
Step 3
1. T: What are they in your partner's box? Do you want to know? Guess.
2. 两人结对猜“百宝箱”的宝物。学生使用“百宝箱”内卡片上的提示词或者简单的描述，猜测对方的宝物。猜中一种，卡片要送给对方。教师和1名学生做示范：
T: Can you take a guess? Listen! 1876, Bell. You often use it to call. Then what's that?
S: Mmmm... Loudspeaker?
T: No. There're some numbers on it.
S: Oh, it's a telephone.
T: Yeah. Here you are.
...
Step 4 1a
1. 保证大多数学生完成上面的环节。
2. T: Number five inventions in 1a from the oldest to the newest.
3. Discuss your answer with your partner.
完成任务所需要的语言结构：
① I think ... was/were invented before/after ...
Step 5 1b & 1c
1. T: Is your answer right? Let's find out the real dates in 1b.
2. Listen and fill in the dates first.
Inventions
Dates
Other things
Telephone

Car

TV

Calculator

Personal computer

3. Listen again and try to write other things you hear about each invention.
4. According to the chart above, write the correct letter in 1b.
5. 第三次播放录音，学生在练习本上写对话，找学生逐句地口头复述内容，个别复杂难懂的句子教师可以提示讲解。在屏幕上根据学生的答案，逐句地呈现对话原文。
Girl: Life must have been difficult when you were a kid.
Woman: Oh, not really. Why do you say that?
Girl: Well, you didn't have many modern inventions.
Like, you probably didn't have a telephone, right?
Woman: Of course we did! How old do you think I am?
The telephone was invented in 1876.
Girl: How about cars? I bet cars weren't invented yet.
Woman: Sure they were. Cars were invented in 1885.
My family had a car. I think you need to take a history class, Alice.
Girl: Ha, ha! Well, did you have a TV?
Woman: No, we didn’t. The TV was invented around 1927, I think.
Some friends of mine had one. But in those days, TVs were really
expensive, and we couldn't afford one.
Girl: And I bet you didn't have calculators and computers and stuff.
That's something I do know. We learned in school that hand-held
calculators were invented in 1971 and personal computers were
invented in 1976.
Woman: You're right. I didn't have those things when I was young.
But I do now!
6. 学生看屏幕，重复跟读磁带读音，模仿语调、体会语气。
7. T: Close your book and look at the chart on the Screen. 回忆发明物的日期，仿照听力对话，结对角色表演（祖母和孙女）。
完成任务所需要的语言结构：
① When was/were ... invented? I think ... was/were invented in ...
8. T: Who would like to show up in front of the class? 邀请几对学生上台表演。
9. 全班集体举手表决，评选奥斯卡“最佳拍挡奖”！
10. T: The best show today was acted by ... and ...
Module 3 
1. Write down an essay about your favorite books, songs, movies, TV shows and so on.
2. Read the new words from “invent” to “slipper” fluently and remember them by heart.

教学后记：

第二课时
Module 1
Step 1
1. Write down the housework that was done by you last weekend in the chart.
2. Interview your classmates in groups and make a list of the housework that was done by themselves.
Name
Housework that was done

The dishes were cleaned. Our dinner was cooked …

完成任务所需要的语言结构：
① What kind of housework was done by you last weekend?
② My clothes/uniforms were washed.
③ ... was cleaned by myself.
3. Ask some students to share their survey results. 把学生的调查结果放在展示台上，用投影仪投到屏幕上，小组代表说出成员上个周末做的家务。
4. T: Who was the most tired and hard-working student last weekend? Cheers for him/her!
He/She is so helpful to parents. It's better for you to help your parents, Class.
They often do more housework than you every day.
Step 2
1. Read the new words from “invent” to “slipper” fluently until they remember them all.
2. Close the textbook and look at the Screen.
3. 每4大组挑选1名代表参加“猜词”比赛。这名代表站在前面，背朝屏幕，教师用鼠标提示小组其他学生所猜单词，学生只允许用英语表达，本组内任何同学都可以随时加话，必须用英语提醒，代表猜测鼠标指示的单词。要求读音、拼写正确。如果犯规，这个单词无效。规定时间是1分钟。
4. 若是陌生的游戏，教师可以找个熟悉的单词做示范。It's like Warm-up.
5. 学生集体看屏幕，教师领读单词，纠正发音。
Module 2
Step 1 2a & 2b
1. Before we listen, look at the picture and chart. Discuss the questions with your partner below:
1. What are they on the table?
2. Why are they interesting?
3. What are the boy and girl doing?
4. What are they talking about?
If you're not sure, listen to the information carefully.
2. Listen and number them in the order you hear.
3. Read the information in the chart, listen again and match the items. 同时，在表格的右边补充对话中提到这三项发明的额外信息。
4. When we check answers, we can ask students to do like this:
“The shoes with adjustable heels were invented by Jayce Coziar and Jamie Ellsworth.
They are used for changing the style of the shoes.”
5. Listen again and ask students to write and repeat one sentence after another. 由于这段对话的大部分内容已经在2b表格中重现，所以播放录音的次数不用太多。
屏幕上呈现听力原文：
Boy: What are those?
Girl: They’re battery-operated slippers.
Boy: What are they used for?
Girl: They’re used for seeing in the park.
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 2 2c
1. 教师领读对话，其中复杂、难读的人名，给学生造成很大的障碍。教师可以有意识地替换成班级学生的名字，学生朗读更容易，学习气氛更活跃。
2. Read the conversations fluently with your partner.
3. 学生结对表演。One is a reporter, the other is an inventor.
完成任务所需要的语言结构：
① What are those/they? They are ...
② Who was it/were they invented by? It was/They were invented by ...
③ What is it/are they used for? It's/They're used for ...
4. Role play the conversations in front of the whole class. 教师把准备的麦克风递给扮演 reporter 的学生。
Step 3 “百宝箱”之谜
1. T: There're a lot of mysteries in the box. What are they? 两人猜测对方“百宝箱”的宝物，看看谁猜到的最多。
2. 学生 A 使用目标语言提出相关的问题，学生B根据箱中卡片上的描述回答，问题重点是围绕着发明物的日期、用途和发明人等等。
3. 如果得到了正确的答案，此张卡片要赠送对方；5分钟后，谁手里的卡片更多谁就是获胜者。
完成任务所需要的语言结构：
① Who was it/were they invented by? It was/They were invented by ...
② What is it/are they used for? It's/They're used for ...
③ Are they used ...?
Module 3
Step 1
1. 当你需要了解一项发明的信息时，你可以用被动语态的句型结构询问日期、发明人和用途。Review the Grammar Focus.
When was the car invented? It was invented in 1885.
When were electric slippers invented? They were invented last year.
Who were they invented by? They were invented by Julie Thompson.
What are they used for? They're used for seeing in the dark.
2. Let students find the differences and reasons.
3. Role play the conversations using the items in your life, e.g. pen, book, buses, schools, newspaper, backpack, etc.
Step 2
1. Describe the dearest inventions in your box. Write your ideas on a sheet of paper.
2. Make a list of the inventions at school and home as more as you can, e.g. bike, bag, pencil, biscuits, batteries, etc.
Inventions at school: __
Inventions at home:
教学后记：

第三课时
Module 1
Step 1
1. 邀请部分学生到讲台前，描述自己的“百宝箱”中最珍贵的发明。
2. 其他学生仔细听并猜测他们的发明。这个环节能够检查学生完成作业的情况，巩固第二课时的重要语言点，以游戏娱乐的情景完成课前复习。
Step 2
学生已经罗列了学校和家里的有趣发明，让他们按照要求重新分类。
Helpful inventions: _________________________________________________________________________
Annoying inventions: ________________________________________________________________________
Module 2
Step 1 3a & 3b
1. Look at the words in each picture and read them.
2. 教师领读新单词，提出问题，学生结对谈论图中的3项发明。
完成任务所需要的语言结构：
① What's that? It’s ...
② It's a helpful/an annoying invention.
3. T: Look! A UFO is over there. Some aliens are doing a survey. Let's see what they want to know about us! Make a list of 5 helpful inventions and 5 annoying inventions in the chart.
5 Helpful inventions
Why
5 Annoying inventions
Why
Personal computer
It was invented by Xerox
in 1976.
It’s used for looking for
useful information.

4. T: The aliens come up with the questions. They come to ask you. 模仿3b的对话，A扮演外星人，B扮演地球人。Discuss your opinions about the chart in 3a with the alien.
完成任务所需要的语言结构：
① What do you think is the most helpful/annoying invention?
② Who was it invented by?
③ When was it invented?
④ What is it used for?
⑤ I think the most helpful/annoying invention is ... It was invented by... in ... And it's used for...
5. 鼓励几组学生表演。教师可以根据对话的内容提出问题，要求其他学生注意力集中，顺便练习听力。最后，由学生评出“最佳表演奖”，教师把用纸打印出来的“奥斯卡小金人”颁发给学生。
Step 2
1. 在调查的附表里，外星人还提出一个问题：“Imagine your group is alone on a tiny island. You can only have five inventions with you on the island. What would you like to choose and why?”
2. Discuss in groups and decide on five inventions. Talk like in 4.
3. Draw a form below and fill in groups.
5 Inventions
Why

Step 3
1. T: Look! Those aliens are going to leave. We'd better give them a present. If you gave a present, what would you choose? Why?
2. Talk about the present in groups.
3. T: The aliens don't know how to use those items from the earth. Please leave a note. Tell them about your present, explain the reasons why you choose it, and present your opinions and wishes for them.
I'd like to give ___________________________________________________________________________________
2. T: The space in the UFO is so limited that they can't take away so many gifts. We have to choose the best gifts for them. 教师激励学生主动朗读自己的作品，最好的、最有创意的装进教师的“大百宝箱”里，打包集体赠送。
Module 3
1. Write a short article about “5 Important Inventions In My Life”. Tell us, what are the most important inventions in your daily life? Write more information about them and the reasons. 学生可以根据自己的兴趣，通过查书籍、上网等形式，查找相关资料，介绍发明者、何时发明的、有何用途等。
2. Make a list of your favorite food. Let's see who can write down the most food

教学后记：

第四课时
Module 1
Step 1
Look at the list of your favorite food on paper. Let's have a food game! Fill in the chart as soon as possible. 在2-3分钟内比赛谁写的食物名称最多！
Sweet

Sour

Salty

Crispy

Step 2
1. Ask students to explain the words—sweet, sour, salty and crispy with the food list.
2. Count the kinds of food in groups. 评选小组的“美食家”；对比数据，最终评选全班的“美食家”！
3. T: Everyone needs to keep a balance of eating. We had better eat vegetables, fruits, some meat and any other healthy foods more often. Remember, don't always eat junk food!
Module 2
Step 1 1a & 1b
1. Read four taste words alone. Then repeat them after the teacher.
2. Ask students to give some examples of foods that show what each word means.
完成任务所需要的语言结构：
① I think ... is/are sweet/crispy/salty/sour.
3. T: Look at the pictures. Can you write down the words from the box to describe how food tastes under each picture?
4. Ask students to check the answer. For