人教版新目标 七年级英语初一上册unit 6 单元精品教学案导学案

人教版新目标七年级英语初一上册UNIT6单元精品教学案导学案导读就爱阅读网友为您分享以下“人教版新目标七年级英语初一上册UNIT6单元精品教学案导学案”资讯，希望对您有所帮助，感谢您对92TOCOM的支持【学习目标】1学习关于发明的单词。2能听懂并能简单地谈论发明史。第一课时SECTIONA1A2D3通过开展小组学习活动，能正确地使用一般过去时的被动语态，了解中美发明史的差异，更好地理解人类发明文化中的瑰宝。【学习重点】重点单词及短语STYLE，PROJECT，PLEASURE，DAILY，HAVEAPOINT，WEBSITE，PIONEER【学习难点】通过交流表达和听力训练，引入一般过去时的被动语态“WAS/WEREDONE”。学习提示FREETALKTOLEADINTHETOPICTHEREAREMANYUSEFULTHINGSINTHEWORLDTHEYHELPUSALOTINLIFESHOWSOMEPICTURESONTHESCREENWHENWERETHEYINVENTEDTASK1学习提示PREVIEWTHEWORDSONP4142，READTHEWORDSBYPHONETICSYMBOLSANDMARKTHENEWWORDSINTHETEXTFINALLYFINISHTHETASKSIN1A【学法指导】辨析INVENT/DISCOVER/FIND/FINDOUTINVENT意为“发明，创造”，主要指“通过想象，研究，劳动等创造出前所未有的东西”，尤指“科技上的创造发明”。DISCOVER指发现或偶然发现本身就存在但未被认识的事物。FIND强调找的结果，即“找到”，通常指偶然发现。FINDOUT指经过观察，调查，把某事物查出来，意为“搞清楚，弄明白”。情景导入生成问题TTHEREAREMANYUSEFULTHINGSINTHEWORLDTHEYHELPUSALOTINLIFESHOWSOMEPICTURESONTHESCREENQUESTIONWHENWERETHEYINVENTEDSTUDENTS_1THETELEPHONEWASINVENTEDIN18762THECOMPUTERWASINVENTEDIN自学互研生成能力TASK1LETSREADNEWWORDSANDTHEPHRASES1ICANREAD我会读预习下列单词及短语，争取自己能正确拼读。拼读成功后再在课文中把单词及短语标记出来。STYLE，PROJECT，PLEASURE，DAILY，HAVEAPOINT，WEBSITE，PIONEER2ICANWRITE我会写翻译下列短语1RUNONELECTRICITY2BEUSEDFOR3HAVEAPOINT3ICANSUMMARIZE我会总结在上一单元我们已经学习了一般现在时的被动语态，你能总结一般过去时的被动语态吗一般过去时的被动语态的结构WAS/WERE及物动词的过去分词BY其他；其否定形式是在WAS/WERE后加NOT；疑问形式是把WAS/WERE放到句首。TASK2LETSLISTENTOTHETAPEANDFINISH1B，2A，2BTASK3LETSMAKECONVERSATIONSANDINTERVIEW1ICANTRANSLATE我会译1他们是被用来做什么的2这些鞋子带有特殊的鞋跟。3拉链是由WHITCOMBJUDSON发明的。2ICANMAKECONVERSATIONS我会编对话你能结合课文内容编写对话，来介绍物品发明的时间、发明者及用途等吗TASK2学习提示1LISTENTOTHETAPEONP41ANDFINISHTHELISTENINGTASKSIN1BTHENSTUDENTSLISTENTOTHETAPEAGAINANDFINISHTHETASKSINTHETEXTTASK3学习提示READ1A，1C，2CAND2DANDFINISHTHETASKSIN1A，1C，2C，2DSTUDENTSIMITATELISTENINGANDHAVEADIALOGUEPRACTICEWITHTHESENTENCESWHENTHETHINGSINTHEPICTURESIN1BWEREINVENTEDITHINK【备注】3ICANSUMMARIZE我会总结辨析BEUSEDFOR，BEUSEDTODOSTH，USEDTODOSTH，BE/GETUSEDTOSTH/DOINGSTH，BEUSEDBY及USESTHTODOSTH1BEUSEDFOR意为“被用于”。介词FOR表示用途，后接名词、代词或VING。2BEUSEDTODOSTH意为“被用来做”，强调动作，其中USED是动词USE的过去分词。3USEDTODOSTH意为“过去常常做某事”。4BE/GETUSEDTOSTH/DOINGSTH意为“习惯于某事或做某事”，其中TO为介词。5BEUSEDBY意为“被使用”，介词BY后面接动作的执行者。6USESTHTODOSTH意为“用做”，用于主动语态。交流展示生成新知SHOWINGROUPSTIMESIXMINUTESTASK1FIRSTTHESTUDENTSREADTHEWORDSANDPHRASESINGROUPS，THENREADTOGETHERANDSUMUPTHEUSAGEOFTHEWORDSINGROUPS，MARKTHEDIFFICULTPOINTSTHEYCANASKTHETEACHERFORHELPTASK3FIRSTTHESTUDENTSDISCUSSANDCHECKTHEANSWERSINTASK3，THENDISCUSSANDSETSCENESTOPERFORMTHEDIALOGUESATLASTWRITESHOWCONTENTSONTHEBLACKBOARDCLASSSHOWTIMESIXTEENMINUTESTASK11ICANREADREADTOGETHER，PAYATTENTIONTOTHEPRONUNCIATIONOF“PROJECT”；CONSOLIDATETHEWORDLEARNINGBYWORDGAME2ICANWRITESTUDENTSTRANSLATETHEPHRASESINTOCHINESEBYANSWERINGQUICKLY；READTOGETHER；SPOTTESTCONSOLIDATETHEUSAGEOFPHRASESBYMAKINGSENTENCES3ICANSUMMARIZESTUDENTSSUMUPTHEUSAGEOFSIMPLEPASTTENSEPASSIVEVOICEANDEXPLAIN2LISTENTOTHETAPEONP42，ANDFINISHTHELISTENINGTASKSIN2AAND2BTHENLISTENAGAINANDREPEATTASK31ICANTRANSLATEASKSTUDENTSTOTRANSLATETHEKEYSENTENCESINTASK3；READTOGETHER2ICANMAKECONVERSATIONSSTUDENTSMAKEDIALOGUESACCORDINGTHETASK；SETSCENESTOPERFORMTHEDIALOGUES；SPOTTESTINTERVIEWINCLASSANDDESIGNEXERCISESACCORDINGTOTHEINTERVIEW3ICANSUMMARIZESTUDENTSSUMUPTHEUSAGEOF“BEUSEDFOR”；SPOTTESTCONSOLIDATEITBYEXERCISESANDCHECKTHEANSWERSBYANSWERINGQUICKLYANDEXPLAIN当堂演练达成目标B1COLUMBUS_AMERICAIN1492AINVENTEDBDISCOVEREDCFOUNDDFOUNDOUTA2APENIS_WRITINGAUSEDFORBUSEDTOCUSEDBYDUSEDASB3SMITH_ANEWTEACHINGMETHOD方法ADISCOVEREDBINVENTEDCISDISCOVEREDDWASINVENTED课后反思查漏补缺收获_困惑_第二课时SECTIONA3A3C【学习目标】1掌握下列词汇BYACCIDENT，RULER，BOIL，REMAIN，SMELL，SAINT，NATIONAL，TAKEPLACE，DOUBT，WITHOUTDOUBT2了解茶叶被发明的历史及生产制作的简要过程。3通过阅读提高学生们的阅读能力。【学习重点】学会区分主动语态与被动语态。【学习难点】培养想象力及观察事物的能力。面对难题，用积极的态度去解决，发挥想象力，认识世界，改造世界。学习提示THISPERIODWEWILLLEARNASMALLPASSAGE，FIRSTASKAFEWSTUDENTSTOANSWERMYQUESTIONSABOUTTHEPASSAGETASK1学习提示LEARNTHEPASSAGEBYONESELFSTUDENTSREADTHEPASSAGESILENTLYANDRAPIDLY，FAMILIARTOTHEGENERALIDEAANDMARKTHENEWWORDS，PHRASESANDSENTENCES【学法指导】辨析HAPPEN和TAKEPLACEHAPPEN常指具体事件的发生，特别指那些偶然的或未能预见的“发生”。如THEEARTHQUAKEHAPPENEDSUDDENLY地震突然发生了。TAKEPLACE通常指“某事按计划进行或按计划发生”。如GREATCHANGESHAVETAKENPLACEINCHINA中国发生了翻天覆地的变化。TAKEPLACE还有“举行”之意本课即是如此。如THEMEETINGWILLTAKEPLACENEXTFRIDAY会议将在下周五举行。情景导入生成问题TINTHISCLASSWEWILLTALKABOUTANOTHERGREATINVENTIONTEADOYOULIKEDRINKINGTEASSYESTCANYOUGUESSHOWTEAWASINVENTEDS1IGUESSITWASINVENTEDBYS2ITHINKITWASINVENTEDBYTNOWPLEASEREADTHEPASSAGEABOUTTEATOCHECKYOURANSWERS自学互研生成能力TASK1LETSREADNEWWORDSANDTHEPHRASES1ICANREAD我会读预习下列单词，争取自己能正确拼读。拼读成功后再在课文中把单词标记出来。ACCIDENTAL，NEARLY，RULER，BOIL，REMAIN，SMELL，NATIONAL，DOUBT，TRADE2ICANWRITE我会写翻译下列短语1偶然2人们相信3TAKEPLACE发生；出现4WITHOUTDOUBT毫无疑问；的确5据说3ICANSUMMARIZE我会总结1THETELEPHONEWASINVENTEDBYALEXANDERGRAHAMBELLIN1876上述句子是过去时的被动语态，其结构形式为WAS/WERE动词的过去分词。2ALEXANDERGRAHAMBELLINVENTEDTHETELEPHONE上述句子是主动语态。TASK2LETSMAKECONVERSATIONSANDINTERVIEW1FASTREADING快速阅读1请写下3A中每段的主旨大意。HOW_TEA_WAS_INVENTED_BY_ACCIDENTLU_YU_AND_HIS_BOOK_CHA_JINGHOW_TEA_SPREAD_TO_OTHER_COUNTRIES2请尝试翻译以下课文中的句子特别注意斜体部分的单词。ITISSAIDTHATACHINESERULERCALLEDSHENNONGWASTHEFIRSTTODISCOVERTEAASADRINK据说有一位叫神龙的中国统治者最早发现了茶可以饮用。SOMELEAVESFROMATEAPLANTFELLINTOTHEWATERANDREMAINEDTHEREFORSOMETIME一些茶树的叶子落入水中，并在水中泡了一段时间。SMELL可以作名词，也可以作系动词。常见的这类词有LOOK，SOUND，FEEL，TASTE等，后接名词或形容词作表语，感官动词是没有被动语态的。TASK2学习提示1FASTREADING1STUDENTSREADTHEPASSAGESILENTLYANDRAPIDLY，FAMILIARTOTHEGENERALIDEA，FINISHTHETASKSIN3A2STUDENTSTRYTRANSLATINGTHEMOREDIFFICULTSENTENCESINTHEPASSAGE2INTENSIVEREADING1STUDENTSREADTHEPASSAGECAREFULLYANDTICKTORF2STUDENTSFINISHTHETASKSIN3B3RETELLINGSTUDENTSSORTOUTTHETEXTANDTRYRETELLINGTHEPASSAGEINENGLISH【备注】2INTENSIVEREADING精读READTHEPASSAGEQUICKLYANDMATCHEACHPARAGRAPHWITHITSMAINIDEA带着问题快读课文，匹配相关信息PARAGRAPH1LUYUANDHISBOOKCHAJINGPARAGRAPH2HOWTEASPREADTOOTHERCOUNTRIESPARAGRAPH3HOWTEAWASINVENTEDBYACCIDENT3ICANRETELL我会复述学生自己制做思维导图，并复述课文。交流展示生成新知SHOWINGROUPSTIMESIXMINUTESTASK1FIRSTTHESTUDENTSREADTHEWORDSANDPHRASESINGROUPS，THENREADTOGETHERANDSUMUPTHEUSAGEOFTHEWORDSINGROUPSTASK2FIRSTTHESTUDENTSDISCUSSTHEMAINIDEAOFTHEARTICLE，FINDOUTTHEKEYSENTENCEOFEACHPARAGRAPHANDMARKTHEMINTHEPASSAGEMARKTHESENTENCESTHEYDONTUNDERSTANDCLASSSHOWTIMESIXTEENMINUTESTASK11ICANREADREADTOGETHER，PAYATTENTIONTOTHEPRONUNCIATIONOF“REMAIN”AND“DOUBT”；CONSOLIDATETHEWORDLEARNINGBYWORDGAME2ICANWRITESTUDENTSTRANSLATETHEPHRASESINTOCHINESEORENGLISHBYANSWERINGQUICKLY；READTOGETHER；SPOTTESTCONSOLIDATETHEUSAGEOFPHRASESBYMAKINGSENTENCES3ICANSUMMARIZESTUDENTSSUMUPTHEUSAGEOFSIMPLEPASTTENSEPASSIVEVOICE；SPOTTESTSTUDENTSCONSOLIDATETHEUSAGEOFTHESEKEYPHRASESBYMAKINGEXERCISESANDCHECKTHEANSWERSBYANSWERINGQUICKLYANDEXPLAINTASK21FASTREADINGSTUDENTSREADTHEARTICLEWITHTHEQUESTIONSIN3A；STUDENTSANSWERTHETHREEQUESTIONSBYANSWERINGQUICKLYANDKNOWWHERETHEANSWERSAREINTHETEXT2INTENSIVEREADINGSTUDENTSCHECKTHEANSWERSINTASK2AND3B，THENFINDANDMARKTHEMINTHEPASSAGE3ICANRETELLSTUDENTSWRITETHEKEYPOINTSONTHEBLACKBOARDANDTRYTORETELLTHETEXTINENGLISH当堂演练达成目标B1WHENDIDHECOMEBACKLASTNIGHTHE_BACK_10OCLOCKACAME；UNTILBDIDNTCOME；UNTILCCAME；TILLB2THATCHILDBROKEHISLEG_WHENHEWASCLIMBINGTHEMOUNTAINABYMISTAKEBBYACCIDENTCBYCHANCEA3WHAT_TOYOUAHAPPENED；TOOKPLACEBROOKPLACE；HAPPENEDCHAPPENED；HAPPENED课后反思查漏补缺收获_困惑_第三课时SECTIONAGRAMMARFOCUS4C【学习目标】1掌握下列词汇BELL，MUSICAL，INSTRUMENT，BISCUIT，FRIDGE，LOW2进一步复习巩固学习SECTIONA部分所学的生词和短语。3进一步学习运用一般过去时态的被动语态。【学习重点】GREATCHANGES_THERESOTHATICOULDNTFINDMYHOUSE复习巩固SECTIONA部分所学的生词和短语，达到熟练运用的目标。【学习难点】掌握主动语态变被动语态的方法，并通过不同方式的练习，来熟练运用。学习提示REVIEWLASTLESSON3ATOLDUSABOUTACCIDENTALDISCOVERYOFTEAWHATDIDYOULEARNFROMTHESTORYWHOCANRETELLHOWTEAWASDISCOVEREDANDITSDEVELOPMENTSHOWINGSOMEKEYWORDSANDPHRASESCANHELPTHEMTASK1学习提示TASK2学习提示1STUDENTSREADANDTRANSLATETHESENTENCESINGRAMMARFOCUS，UNDERLINE“WASINVENTED，WASBROUGHT，ISUSEDFOR”，ANDSAYOUTWHATGRAMMARITSTANDSFOR2TEACHERGUIDESSTUDENTSFINISHINGTHEEXERCISESIN4A，4B，4CANDCHECKTHEANSWERSWITHSTUDENTS3STUDENTSDESIGNTHESCENE，TALKABOUTLEARNINGMETHODSANDMAKEDIALOGUESWITHTHEPASSIVEVOICEOFTHEPAST情景导入生成问题关键单词及短语BYACCIDENT；ITWASSAID；SHENNONG；FALLINTO；LUYU自学互研生成能力TASK1LETSREADNEWWORDSANDTHEPHRASES1ICANREAD我会读预习下列单词，争取自己能正确拼读。拼读成功后再在课文中把单词标记出来。LOW，BELL，INSTRUMENT，MUSICAL，BISCUIT，COOKIE2ICANWRITE我会写翻译下列词语1以一个很低的价格2建议某人不要做某事3WORKON从事，进行TASK2LETSMAKECONVERSATIONSANDINTERVIEW1ICANPRACTICE我会练1根据汉语意思完成英语句子，每空一词。它是由谁发明的WHOWASITINVENTEDBY不同的作家把这本书翻译成不同的语言。有人从旅馆偷了我的相机。2完成教材P44中4A和4B的练习。2ICANMAKECONVERSATIONS我会编对话用被动语态编写对话。ABABASTUDENTSPREVIEWTHEWORDSONP44，READTHEMBYPHONETICSYMBOLSANDMARKTHEMINTHETEXTBAB3ICANSUMMARIZE我会总结1特殊疑问句的被动语态【备注】和主动句一样，仍将疑问词置于句首。若主动句的疑问词是WHO，变被动句时要改为BYWHOM置于句首，也可仍用WHO，而将BY置于句末；若主动句的疑问词是WHOM，则改为WHO，其余疑问句不变。WHOBOUGHTTHEBOOKWHOWASTHEBOOKBOUGHTBY或BYWHOMWASTHEBOOKBOUGHT谁买了这本书2主动语态变被动语态应注意的问题有些短语动词相当于及物动词，变为被动句时介词或副词不能去掉；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；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。24分钟SHOWINGROUPSTIMESIXMINUTESTASK1FIRSTTHESTUDENTSREADTHEWORDSANDPHRASESINGROUPS，THENREADTOGETHERANDSUMUPTHEUSAGEOFTHEWORDSINGROUPS，THENMARKTHEDIFFICULTWORDSINPRONUNCIATIONANDUNDERSTANDINGTHEYCANASKTHETEACHERFORHELPATLASTWRITETHEMONTHEBLACKBOARDTASK2FIRSTTHESTUDENTSDISCUSSANDCHECKTHEANSWERSINTASK2，THENDISCUSSANDSETSCENESTOPERFORMDIALOGUESATLASTWRITESHOWCONTENTSONTHEBLACKBOARDCLASSSHOWTIMESIXTEENMINUTESTASK11ICANREADREADTOGETHER，PAYATTENTIONTOTHEPRONUNCIATIONOFNEWWORDS；CONSOLIDATETHEWORDLEARNINGBYWORDGAME2ICANWRITESTUDENTSTRANSLATETHEPHRASESINTOENGLISHBYANSWERINGQUICKLY；READTOGETHER；SPOTTESTCONSOLIDATETHEUSAGEOFPHRASESBYMAKINGSENTENCESTASK21ICANPRACTICEASKSTUDENTSTOTRANSLATETHEKEYSENTENCES；READTOGETHER；CHECKTHEANSWERSBYANSWERINGQUICKLYANDEXPLAIN2ICANMAKECONVERSATIONSSTUDENTSMAKEDIALOGUESACCORDINGTOTHETASK；SETSCENESTOPERFORMTHEDIALOGUES；SPOTTESTINTERVIEWINCLASSANDDESIGNEXERCISESABOUTDIALOGUECOMPLETIONACCORDINGTOTHEINTERVIEW3ICANSUMMARIZESTUDENTSSUMUPTHEUSAGEOFTHEPASSIVEVOICEOFTHESPECIALINTERROGATIVESENTENCEANDACTIVEANDPASSIVEEXCHANGE；CHECKTHEANSWERSBYANSWERINGQUICKLYANDEXPLAIN当堂演练达成目标1毫无疑问，罗伊是他家年龄最小的。2钢笔是用来写字的。3突然，发生了地震。，THEEARTHQUAKEHAPPENED4海伦和杰克正在电话上交谈。课后反思查漏补缺收获_困惑_第四课时SECTIONB1A1E【学习目标】1能够通过听说学习与食物有关的词汇。2让学生通过阅读理解如何用一般过去时的被动语态描述发明史。【学习重点】重点单词及短语SOUR，BYMISTAKE【学习难点】学会用一般过去时的被动语态对更广泛的发明进行描述。学习提示TEACHERHELPSSTUDENTSTOREVIEWTHEWORDSABOUTFOODBYASKINGHOWDOESTASTEENCOURAGESTUDENTSTORECALLMOREADJECTIVESTODESCRIBETHESEFRUITSANDFOODTASK1学习提示PREVIEWTHEWORDSONP45，READTHEWORDSBYPHONETICSYMBOLSANDMARKTHENEWWORDSINTHETEXTFINALLYFINISHTHETASKOF1ATASK2学习提示LISTENTOTHETAPEONP45ANDFINISHTHELISTENINGTASKSIN1CTHENSTUDENTSLISTENTOTHETAPEAGAINANDFINISHTHELISTENINGTASKIN1DLISTENTOTHETAPEFORTHIRDTIME，FINISHTHECOMPLEMENTARYTASKSA1WHENWEREPOTATOCHIPSINVENTEDAIN1853BIN1850CIN1835B2WHOINVENTEDTHEPOTATOCHIPSAACUSTOMERBACOOKCABOSSC3WHYWASTHEPLATEOFFRIEDCHIPSSENTBACKABECAUSETHEYWERECRISPYBBECAUSETHEYWERECUTTHINCBECAUSETHEYWERECUTTOOTHICK情景导入生成问题TDOYOUKNOWHOWTHEAPPLESCANTASTES1YESTHEYMAYTASTESWEETTANDTHEORANGESS2；自学互研生成能力TASK1LETSREADNEWWORDSANDTHEPHRASES1ICANREAD我会读预习下列单词，争取自己能正确拼读。拼读成功后再在课文中把单词标记出来。CRISPY，SALTY，SOUR，BYMISTAKE，CUSTOMER2ICANWRITE我会写翻译下列短语1MORETHANONE2THINENOUGH3INTHEENDTASK2LETSLISTENTOTHETAPEANDFINISH1C，1DTASK3LETSMAKECONVERSATIONSANDINTERVIEW1ICANTRANSLATE我会译1你知道土豆片是在无意中发明的吗2顾客认为土豆不够薄。3最后他在它们上面撒了许多盐以使它们足够咸。2ICANMAKECONVERSATIONS我会编对话你能结合课文内容编写对话，讨论薯片的发明过程吗ABABABAA4WHATDIDPEOPLETHINKOFTHETHINLYSLICED，SALTYCHIPSATHEYLIKEDTHEMVERYMUCHBTHEYNOLONGERATETHEMCTHEYHATEDTHEMC5WHATISTHEPASSAGETALKINGABOUTAACARACCIDENTBTHEWAYOFCOOKINGPOTATOCHIPSCTHEINVENTIONOFPOTATOCHIPS【学法指导】MISTAKEMISTAKE作名词，意为“错误”。BYMISTAKE是介词短语，意为“错误地”；MAKEAMISTAKE意为“犯错误”。MISTAKE作动词，意为“弄错，误解”。MISTAKEFOR意为“把误当作”。ENOUGHENOUGH作形容词时，ENOUGHNNENOUGH；ENOUGH作副词时，ADJ/ADVENOUGHTODO意为“够而能做”。TASK3学习提示【备注】结合1C和1D完成教材1E的任务，要求学生模仿听力内容，进行对话练习，谈论物品的发明者，发明时间等。ACCORDINGTO1CAND1DCOMPLETETEXTBOOK1ETASK，REQUIRESTUDENTSTOIMITATETHELISTENING，CARRYONTHECONVERSATIONPRACTICE，TALKABOUTTHEINVENTEDOFTHEOBJECTSINVENTEDTIMEANDSOON3ICANSUMMARIZE我会总结归纳UNTIL的用法1UNTIL用于肯定句中，意为“一直到为止”，主句中的谓语动词必须是延续性动词，表示这一动作或状态延续到UNTIL状语所表示的时间为止。2UNTIL用于否定句中，即NOTUNTIL，意为“直到才”。它表示主句的动作直到UNTIL状语所表示的时间才发生。若主句为将来时，从句常用一般现在时。交流展示生成新知SHOWINGROUPSTIMESIXMINUTESTASK1FIRSTTHESTUDENTSREADTHEWORDSANDPHRASESINGROUPS，THENREADTOGETHERANDSUMUPTHEUSAGEOFTHEWORDSINGROUPS，MARKTHEDIFFICULTWORDSINPRONUNCIATIONANDUNDERSTANDINGTHEYCANASKTHETEACHERFORHELPATLASTWRITETHEMONTHEBLACKBOARDTASK3FIRSTTHESTUDENTSDISCUSSANDCHECKTHEANSWERSINTASK3INGROUPS，THENDISCUSSANDSETSCENESTOPERFORMDIALOGUESATLASTWRITESHOWCONTENTSONTHEBLACKBOARDCLASSSHOWTIMESIXTEENMINUTESTASK11ICANREADREADTOGETHER，PAYATTENTIONTOTHEPRONUNCIATIONOF“CRISPY”AND“CUSTOMER”；CONSOLIDATETHEWORDLEARNINGBYWORDGAME2ICANWRITESTUDENTSTRANSLATETHEPHRASESINTOENGLISHBYANSWERINGQUICKLY；READTOGETHER；SPOTTESTCONSOLIDATETHEUSAGEOFPHRASESBYMAKINGSENTENCESTASK21ICANTRANSLATEASKSTUDENTSTOTRANSLATETHEKEYSENTENCESINTASK3；READTOGETHER2ICANMAKECONVERSATIONSSTUDENTSMAKEDIALOGUESACCORDINGTOTHETASK；SETSCENESTOPERFORMTHEDIALOGUES；SPOTTESTINTERVIEWINCLASSANDDESIGNEXERCISESABOUTDIALOGUECOMPLETIONACCORDINGTOTHEINTERVIEW3ICANSUMMARIZESUMUPTHEUSAGEOF“UNTIL”；SPOTTESTCONSOLIDATETHEUSAGEOF“UNTIL”BYMAKINGEXERCISESTHEMSELVES，THENCHECKTHEANSWERSBYANSWERINGQUICKLYANDEXPLAIN当堂演练达成目标1那消息使我悲伤。2我终于使那顾客满意。3它们不够咸。4你知道薯条的历史吗课后反思查漏补缺收获_困惑_第五课时SECTIONB2A2E【学习目标】1掌握下列词汇THEOLYMPICS，CANADIAN，DIVIDE，DIVIDE“INTO，BASKET，POPULARITY，LOOKUPTO，HERO2阅读短文，获得相关信息，提高学生的综合阅读能力。习惯，培养学生的创造精神。【学习重点】重点单词及短语THEOLYMPICS，CANADIAN，DIVIDE，DIVIDEINTO，BASKET，POPULARITY，LOOKUPTO，HERO【学习难点】通过交流表达和阅读训练，提高综合阅读能力。3了解世界上一些对人类有着重大意义的发明的相关信息，开阔学生的眼界，养成勤于思考，善于发现的好学习提示THISPERIODWEWILLLEARNAPASSAGE，FIRSTASKAFEWSTUDENTSTOANSWERMYQUESTIONSABOUTTHEPASSAGEBEFORECLASSTASK1学习提示LEARNANDRESEARCHTHETEXTBYTHEMSELVESSTUDENTSREADTHEPASSAGEQUICKLYIN2B，UNDERLINETHENEWWORDS，PHRASESANDSENTENCES【学法指导】STOPFROMDOINGSTH意为“阻止做”FROM可以省略，相当于KEEPFROMDOINGSTH/PREVENTFROMDOINGSTH。DIVIDE用作动词，意为“分开；分散”。常用结构DIVIDEINTO，意为“将划分成；把分开”。在被动语态结构中常用作BEDIVIDEDINTO，意为“被划分成”。LOOKUPTO意为“仰慕”，其中TO为介词，其后跟名词或代词。情景导入生成问题TWHOLIKESBASKETBALLPLEASEPUTUPYOURHANDTHOWISITPLAYEDS1PLAYERSAREDIVIDEDINTOTWOTEAMSPLAYERSONTHESAMETEAMWORKTOGETHERTOGETTHEBASKETBALLINTHEOTHERTEAMSBASKETS2ANDTHEYNEEDTOSTOPTHECOMPETINGTEAMFROMGETTINGTHEBALLINTOTHEIROWNBASKETTGREATDOYOUWATCHBASKETBALLGAMESWHATELSEDOYOUKNOWABOUTTHISSPORTDISCUSSTHESPORTWITHYOURPARTNERANDSHAREYOURIDEASWITHTHECLASS自学互研生成能力TASK1LETSREADNEWWORDSANDTHEPHRASES1ICANREAD我会读预习下列单词，争取自己能正确拼读。拼读成功后再在课文中把单词标记出来。CANADIAN，DIVIDE，DIVIDEINTO，BASKET，LOOKUPTO，HERO，PROFESSIONAL2ICANWRITE我会写翻译下列词语1把分开2STOPSBFROMDOINGSTH阻止某人做某事3梦想做某事4钦佩，仰慕5鼓励某人做某事3ICANSUMMARIZE我会总结辨析THENUMBEROF和ANUMBEROF1THENUMBEROF表示“的数量”。作主语的中心词时，谓语动词用单数形式，后常跟LARGE，SMALL等词作表语。2ANUMBEROF表示“若干的；许多的”，起修饰作用，相当于MANY或ALOTOF，NUMBER前可以加SMALL，LARGE等词来表示程度。ANUMBEROF复数可数名词作主语时，其谓语动词用复数形式。TASK2LETSREAD2BANDGETTHEMAINIDEAOFTHEPASSAGE1FASTREADING快速阅读快速阅读短文，回答2B的问题。WHATSTHEMAINIDEAOFEACHPARAGRAPHPARAGRAPH1PARAGRAPH2PARAGRAPH32INTENSIVEREADING精读细读文章，完成2C，2D中的任务，并标明答案的出处。TASK2学习提示1FASTREADING1STUDENTSREADTHEPASSAGESILENTLYANDRAPIDLY，FAMILIARTOTHEGENERALIDEA，FINISHTHETASKSIN2B2STUDENTSTRYTRANSLATINGTHEMOREDIFFICULTSENTENCESINTHEPASSAGE2INTENSIVEREADING1STUDENTSREADTHEPASSAGECAREFULLY2STUDENTSFINISHTHETASKIN2CAND2D3RETELLINGSTUDENTSSORTOUTTHETEXTANDTRYRETELLINGTHEPASSAGEINENGLISHTASK3学习提示【备注】STUDENTSDISCUSSINGROUPSANDASKTWOSTUDENTSTOSHOWTHEIROWNRESULTSFORTHECLASS3ICANRETELL我会复述利用思维导图复述课文。TASK3FINISH2E交流展示生成新知SHOWINGROUPSTIMESIXMINUTESTASK1FIRSTTHESTUDENTSREADTHEWORDSANDPHRASESINGROUPS，THENREADTOGETHER，SUMUPTHEUSAGEOFTHEWORDSINGROUPSANDMARKTHEDIFFICULTWORDSINPRONUNCIATIONANDUNDERSTANDINGTHEYCANASKTHETEACHERFORHELPATLASTWRITETHEMONTHEBLACKBOARDTASK2FIRSTTHESTUDENTSDISCUSSTHEMAINIDEAOFTHEARTICLE，FINDOUTTHEKEYSENTENCEOFEACHPARAGRAPHANDMARKTHEMINTHEPASSAGEMARKTHESENTENCESTHEYDONTUNDERSTANDINITNEXTFINDOUTTHEANSWERSIN2DANDMARKTHEMATLASTWRITETHESHOWCONTENTSONTHEBLACKBOARDCLASSSHOWTIMESIXTEENMINUTESTASK11ICANREADREADTOGETHER，PAYATTENTIONTOTHEPRONUNCIATIONOF“CANADIAN”AND“PROFESSIONAL”；CONSOLIDATETHEWORDLEARNINGBYWORDGAME2ICANWRITESTUDENTSTRANSLATETHEPHRASESINTOCHINESEORENGLISHBYANSWERINGQUICKLY；READTOGETHER，EMPHASIZETHEUSAGEOFTHEKEYPHRASES；SPOTTESTCONSOLIDATETHEUSAGEOFPHRASESBYMAKINGSENTENCESTASK21FASTREADINGSTUDENTSREADTHEARTICLEQUICKLYANDANSWERTHEQUESTIONSIN2BBYANSWERINGQUICKLY2INTENSIVEREADINGCHECKTHEANSWERSBYANSWERINGQUICKLY，THENFINDANDMARKTHEMINTHEPASSAGESUMUPANSWERINGQUESTIONSOFREADINGCOMPREHENSIONSKILLSINSENIORHIGHSCHOOLENTRANCEEXAMINATION3ICANRETELLTRYTORETELLTHETEXTINENGLISHACCORDINGTOTHEKEYPOINTSOFTHETEXT当堂演练达成目标A1INOURSCHOOLLIBRARYTHERE_ANUMBEROFBOOKSANDTHENUMBEROFTHEM_GROWINGLARGERANDLARGERAIS；AREBARE；ISCHAS；ISB2_ISBELIEVEDTHATHER_MOTHERWILLCOMEHEREATHIS；VERYLOVEDBIT；MUCHLOVEDCTHAT；MUCHLOVEDA3IFYOUDONTKNOWTHEWORDSMEANING，PLEASE_THEDICTIONARYALOOKITUPINBLOOKUPITINCLOOKITUPTO课后反思查漏补缺收获_困惑_第六课时SECTIONB3A3BSELFCHECK【学习目标】1复习一般过去时的被动语态的用法。2能够用英语讲述自己所熟悉的某一发明。【学习重点】掌握本单元所学的词汇、句型及语法知识，并能进行综合练习运用。【学习难点】用英语简要介绍某一发明。学习提示REVIEWLASTLESSONWELEARNEDTHEINVENTIONOFBASKETBALLWHATBENIFITSDIDITBRINGFORUSCANYOUSAYSOMEOTHERINVENTIONSINOURDAILYLIFE，WHICHBENIFITSANDHARMSDIDTHESEINVENTIONSBRINGTASK1学习提示REVIEWALLTHENEWWORDS，PHRA