Unit6WhenwasitinventedSectionA教案

Unit 9 When was it invented?Section AThe First Period. Teaching Aims and Demands1. Knowledge Objects （1） Key Vocabulary: invent （2） Target Language When was the telephone invented? I think it was invented in 1876.2. Ability Objects （1） Teach the students to use the new words. （2） Train the students to talk about the history of inventions. （3） Train the students listening and speaking skills with the target language.3. Moral ObjectsMany important inventions have changed the world a lot. Do you know the inventors of them? And when were they invented?. Teaching Key Points1. Key Vocabulary: invent2. Target Language: Talk about the history of inventions. Teaching Difficult Points1. Train the students to talk about the history of inventions.2. Train the students to understand the target language in spoken conversation. Teaching Methods1. Listening.2. Group work.3. Pair work. Teaching Aids1. A tape recorder.2. Some pictures or real objects of the inventions. Teaching ProceduresStep I Revision1. Revise the language points in Unit 9.Ask some students to say something about Tina and the stories happened on April Fools Day. Encourage them to use the Past Perfect Tense.2. Check the homework by asking some students to share the sentences they made with the verbs with the class.Step 1aThis activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions.Read the inventions to the students.Call the students attention to the five pictures, Tell the students that all of these things were invented in the last 150 years.Point to each picture and let the students tell what it is.Write the names of the five inventions on the puter, car, calculator, telephone, TV setHave several different students guess and write the dates on the board.Ask the class to repeat the questions and answers like this.T: When was the computer invented? Class repeat.SS: When was the computer invented?T: Good. Now Tom, what is your guess?S1: 1965.T: OK. Tom, repeat after me. The computer was invented in 1965.T: Class, please repeat.SS: The computer was invented in 1965.Repeat the process with several different inventions.Tell the children that they will find out the real dates after they complete the lesson.After that, ask the students the questions below:Questions: 1 Which one do you think is the oldest? 2 Which one is the newest? 3 Which one do you think is the oldest or the first invention? 4 Which one is the newest or last invention? Ask different students to answer the questions.Have the students look at the example conversation in the box. Ask two students to read this conversation to the class. A: I think the telephone was invented before the car. B: Well, I think the telephone was invented after the car.Read the instructions again to the students. Remind them to remember the inventions from first to last.Then have the students talk about the five inventions in groups of four, using the sample conversation as a model.Ask several groups to tell the class their answers. The rest of the class listen to them and show they have different answers by raising their hands.In the next activity you will find out the real dates.Step 1bThis activity gives students practice in understanding the target language in spoken conversation.Get the whole class to read the instruction together.Call the students attention to the five inventions in the picture. Ask five students to say the names of them.Then ask them to see the five dates with a blank line in front of each.Well listen to a girl and a woman talking about the five inventions. They will talk about when they were invented. Listen carefully and match the inventions and the dates. Write the correct letter in front of each date as the sample given. Ask them to have a look at the sample answer. Tell them the answer in front of 1876 is d. That means that the telephone, which is letter d, was invented in 1876.Play the recording the first time. The students only listen and try to catch the main idea.Play the recording a second time. Let the students match the inventions and the dates.Check the answers by asking several students to say the answers to the class.If some of the answers are hard to get for the children, tell them not to worry and they will make it next.Then play the recording again Pause after each sentence and let the students repeat.For some difficult sentences, get the students to repeat several times. Be sure that they make everything clear.Answersd 1876 a 1885 e 1927 c 1971 b 1976Tape scriptGirl: Life must have been difficult when you were a kid.Woman: Oh; not really. Why do you say that?Girl: Well, you didnt have many modern inventions. Like, you probably didnt 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 werent 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 didnt. The TV was invented around 1927, I think. Some friends of mine had one. But in those days, TVs were really expensive, and we couldnt afford one.Girl: And I bet you didnt have calculators and computers and stuff. Thats something I do know. We learned in school that hand-held calculators were invented in 1971 and personal computers were invented in 1976.Woman: Youre right. I didnt have those things when I was young. But I do now!Step 1cThis activity provides guided oral practice using the target language.Read the instructions and point to the list of dates in Activity 1b.You will be talking about the dates things were invented with a partner.Call the students attention to the example in the box. Ask a pair of the students to read this conversation to the class.SA: When was the telephone invented?SB: I think it was invented in 1876.Write the conversation on the blackboard.Then get the students to practice in pairs, using the information in Activity 1b. Tell them to do it like this:Student A covers the dates. Students B, asks Student A when the things in the picture above were invented. Then change roles and practice again.Ask several pairs to share their conversations with the class.Step SummaryIn this class, weve learned to talk about the history of inventions with passive voice. Weve also done some listening practice in understanding the target language in spoken conversation. And weve done much oral practice, using the target language.Step Homework1 Write out two conversations in Activity 1a.2 Write out two conversations in Activity 1c.Step Blackboard DesignUnit 9 When was it invented?Section AThe First Period1 The names of the five inventions:computer, car, calculator, telephone, TV set2 Target language:A: When was the telephone invented?B: I think it was invented in 1876.The Second PeriodI. Teaching Aims and Demands1. Knowledge Objects（1） Key Vocabulary be used for, adjustable, heel, battery, operate, slipper, scoop, electric（2） Target Language When was the car invented? It was invented in 1885. Who were they invented by? They were invented by Julie Thompson. What are they used for? They are used for seeing in the dark.2. Ability Objects（1） Train the students listening skill.（2） Train the students communicative competence using the target language.（3） Train the students to use the new vocabulary. Teaching Key Points（1） Listening practice with the target language.（2） Make communications with target language.（3） Teach the new vocabulary. Teaching Difficult Points1. Teaching the Grammar Focus.2. The listening practice with the target language.3. Make communications with the target language. Teaching Methods1. Listening2. Pair work. Teaching AidA tape recorder. Teaching ProceduresStep I Revision1. Check the homework.2. Revise the target language learned last class. Get the students to ask and answer questions in pairs like this:SA: When was the telephone invented?SB: I think it was invented in 1876.Tell them to ask about all the five inventions.Step 2aThis activity provides listening practice with the target language and review new vocabulary about inventions.Show these new words on a screen by a projector. be used for 用来做 adjustable adj可调整的 heel n （鞋、袜等的）后跟；（足）跟 battery n 电池 operate v操作；作业 slipper n 拖鞋 scoop v 用勺舀 n勺子；球形勺；长柄勺 electric adj电子的；电的Point to each one and teach them to read.Do it several times until the children can read them well.Ask a few students to read the new words See if they can read each word correctly.Ask the students to read the instructions together.Write the names of the inventions on the blackboard:Shoes with adjustable heelsbattery operated slippersheated ice cream scoopRead the three names of the inventions and the students repeat. Do some explanation as well.Then point to the picture of each invention and ask students what they think is interesting about it.Youll hear about some interesting inventions. Please listen and number the three inventions in the order that you hear them in the conversation. Write a number in front of each invention to show what order you hear about them.Play the recording the first time, students only listen. Then play the recording again. Ask the students to write a number on each short line in front of each invention.Check the answers by asking a student to tell the answers.AnswersThe inventions should be numbered in this order.Tape scriptBoy: What are those?Girl: Theyre battery-operated slippers.Boy: What are they used for?Girl: Theyre used for seeing in the dark.Boy: Oh, thats cool! Who were they invented by?Girl: Julie Thompson And look at this heated ice cream scoop.Boy: I know what its for! Its used for scooping out really cold ice cream.Girl: Right It was invented by Chelsea Lanmon.Boy: My favorites 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 2bThis activity provides guided listening practice using the target language.Get the students to read the instructions together. Be sure that each student knows what to do. Read the three headings Inventions. Who was it invented by? And what is it used for?Then read the information under each heading. Do some explanation if necessary.Youll hear the same recording again.Please listen carefully to what the people are saying and draw lines to match items in the chart.Call the students attention to the three-part sample given in the chart. Read it to the class and explain it like this:The sample means the shoes with adjustable heels were if invented by Jayce Coziar and Jimie Ellsworth. They are used for changing the style of a shoe.After that, play the recording again and the students draw lines to match the items in the three columns.Check the answers by asking three different students to read their answers to the class.At last, play the recording for another time and pause after each sentence. The students repeat after it sentence by sentence. Do some explanation if necessary.Make sure that everyone understands all the details about the conversation.Answersshoes with adjustable heels Jayce Coziar and Jamie Ellsworthchanging the style of a shoe battery operated slippers Julie Thompson seeing in the dark heated ice cream scoop Chelsea Lanmon scooping really cold ice cream.Step 2cThis activity provides guided oral practice using the target language.Read the instructions to the students.Ask a pair of the students to read the sample conversation.SA: What are they used for?SB: Theyre used for seeing in the dark.Get the students to ask about the three inventions first, using the information in the chart in Activity 2.Then let them role play the conversations using the information in the chart in Activity 2c.Get them to make their own conversations using the information in the chart in Activity 2c like this:（Pointing to the inventions）A: What are these?B: They are battery-operated slippers.A: What are they used for?B: They are used for seeing in the dark.A: Who were they invented by?B: They were invented by Julie Thompson.Ask the students to work in pairs. Move around the classroom checking progress and providing help if needed.Check the answers by calling on different pairs to say their conversations for the class.Step Grammar FocusThis activity introduces the target language with the Passive Voice.Call the students attention to the sentences in the grammar box.Ask four pairs of the students to read the questions and answers in the grammar box.SA: When was the car invented?SB: It was invented in 1885.SA: When were electric slippers invented?SB: They were invented last year.SA: Who were they invented by?SB: They were invented by Julie Thompson.SA: What were they used for?SB: They were used for seeing in the dark.Write them on the blackboard.Let the student think about the structures of these sentences.Tell them that when the subject of the sentence is the doer, we have to use be plus a past participle as the predicate of the sentence.Circle the words were in all the sentences.Ask: When do we use was in the questions, and where in the questions?Underline the singular nouns and plural nouns.Singular items like car use the singular verb was. Plural items like slippers use the plural verb were.Circle the word invented in all the sentences.You always use a past participle when you use was plus a verb or was plus a verb. And you can tell the doer with by.Say something about be used for to the children.Step SummaryIn this class, weve done some listening and writing practice with the target language. Weve also done some oral practice in pairs. And weve discussed the Passive Voice as well.Step Homework 1 Try to remember the new vocabulary on page 77. 2 Write down two conversations in activity 2c.Step Blackboard DesignUnit 9 When was it invented?Section AThe Second Period1 The names of the inventions and answers of activity 2a:3 shoes with adjustable heels1 battery operated slippers2 heated ice cream scoop2 Target Language:A: When was the car invented?B: It was invented in 1885.A: When were electric slippers invented?B: They were invented last year.A: Who were they invented by?B: They were invented by Julie Thompson.A: What are they used for?B: Theyre used for seeing in tile dark.The Third Period. Teaching Aims and Demands1. Knowledge Objects（1） Key Vocabularybulb, light bulb, microwave, oven, microwave oven, island（2）Target LanguageWhat is the microwave oven used for?It is used for cooking.2. Ability ObjectsTrain the students writing and speaking skills with the target language.3. Moral ObjectsIf you are alone on a tiny island, what inventions would you like to have on the island with you?. Teaching Key Points1. Talk about the helpful inventions and annoying inventions.2. Guide the students to discuss their opinions on the inventions. Teaching Difficult Points1. Discuss the opinions on the inventions.2. Use the target language to describe the inventions. Teaching Methods1. Pair work2. Group work. Teaching AidsSome pictures of the helpful inventions and annoying inventions. Teaching ProceduresStep Revision1. Revise the three inventions talked last class. Ask about the names of the three inventions. Help the students answer:shoes with adjustable heelsbattery-operated sneakersheated ice cream scoopThen ask the two questions below on each invention:a. Who was it invented by?b. What is it used for?2. Revise the target language with the Passive Voice in Grammar Focus by asking several ones to read the sentences.3. Check the homework. Dictate the words below:bulb, light bulb, microwave oven, islandStep 3aThis activity provides practice with listening, speaking, reading and writing using the target language.Call the students attention to the three pictures of three inventions.Teach them to read the names of the inventions. Do it like this:T: Look at the first picture, please. We can see the name under the picture.Now read after me, alarm clock.SS: Alarm clock.Do the same with light bulb and microwave oven.Then read the instructions to the students.Explain helpful inventions and annoying inventions to the students like this, showing a picture of a vacuum cleaner.A vacuum cleaner is helpful.Then show a picture of a truck to the class.A very loud truck is annoying.Then let the students look at the three pictures in the textbook.Ask these questions on each invention: 1. Is this invention useful or annoying? 2. What is it used for?Then ask the whole class ask and answer the two questions above in pairs.Read the instructions to the students again.Point to the chart in the textbook. Tell the students to fill in the blanks with other helpful and annoying inventions on their own.Give the class about five minutes to do this.As they work, move around the room providing some names of inventions to them and answering questions as necessary.Point out the sample answer in the box before they start writing.After they have all finished, ask some students to read their answers to the class. Then get the students to work with their partners.