九年级英语优秀教学设计

lspjy

Unit2 Reading



浙江乐清市乐成二中 吴颖珍



一、教学内容

本课是第二单元的最后一课，阅读课，是本单元话题过去的某种状态的延伸和继续。文章讲得主要内容是一个老是惹麻烦的男孩在明白了母亲对他的爱之后变成一个好孩子的故事。

二、教学目标

⑴掌握一些主要的词汇和句型 used to be like 等。

⑵引导学生理解课文内容，掌握阅读技巧，如扫读、细读、概括文章大意，利用上下文信息猜词等。

⑶通过阅读课文，并设计各种活动训练学生运用英语进行听说读写各种活动的能力。

⑷激发学生感恩父母，热爱父母，关注身边的人的情感。

三、教学重点和难点

⑴训练学生利用上下文信息填写词汇和句子的能力。

⑵培养学生的阅读策略和写作能力。

⑶利用本课所学知识表达个人意见,对课文进行深层理解.

四、设计理念

依据纽南(David Nunan)所提出的任务型及合作式教学原则,使学生在小组学习中获取信息,处理信息和运用信息,激发学生用所学语言进行交际的愿望和自信心,促进合作精神和文化意识的发展.

五、教学设计

1. 总体思路：

本节课是在多媒体的课堂教学环境下实施的大容量、快节奏的课堂教学.笔者先让学生简短描述父母以前和现在的职业,外貌,性格,爱好再欣赏英文歌曲thank you, dad. 导入，酝酿了一种感激父母的氛围，接着引导他们畅诉父母对自己的帮助的故事，然后让学生阅读短文，感受母亲爱的伟大。在阅读过程中，通过让学生看标题，预测课文内容、概括文章段落大意、根据上下文填所缺的句子，判断正误等各种方式提高阅读技能。最后，笔者提供关键词让学生复述课文，使其能熟练得掌握所学的重点词汇、短语和句子。阅读后，笔者抛出这样的问题让学生讨论：我们该用什么方式报答父母？培养学生反哺意识。最后通过写作，提高学生综合运用语言的能力。

Step1 Pre-reading

1. Get the students to describe their parents

T: Parents are the most familiar and loved person to you. Can you give a brief description of them? You can describe what they used to be like and what they are like now.

(students may describe their age, appearance, personality, hobbies they used to be and now.)

设计说明

通过谈论父母以前和现在的外貌，个性，爱好职业等既复习了本单元的语言功能项目，延续了本单元的话题，又能成功地引进本课要谈论和阅读的内容：父母的爱。

2. Play the song “thank you, dad” for the students and enjoy it with them.

Thank you, Dad

Thank you, Dad

Thank you, Dad

Thanks for loving me

Hugs and Kisses, hugs and kisses

Comes to you from me

Thank you, Dad

Thank you, Dad

You are such a friend

On this day I'd like to say

On you I can depend.

T: It is great you know much about your parents. Do you know when is Father's day and mother's day?

S: Mother's day is the second Sunday of May and Father's Day is the third Sunday of June.

T: Great. These two holidays are taken for us to thank our parents. Now let's enjoy a song for Father's Day.

设计说明：

播放 Thank you，dad 歌曲，既可以吸引学生的注意力，激发学习英语的兴趣，又可以引起学生的深思，营造一种对父母无限感激的氛围。

3. pair work

⑴T: Don't you think it's a beautiful song? I think so. It reminds me think of my own father. He has done so much for me. I used to be a shy person when I was a middle school student. I didn't use to dare to speak in front of class or facing a crowed of people. My father encouraged me to believe in myself. And now I'm outgoing. I'm grateful to my father, he is so patient and helpful. I'm sure your parents are the same. Would you like to share the stories you parents help you solve problems with your partner and then make notes on the context?

⑵ ask some volunteers to tell class his own or partner's stories.

设计说明：

a. 通过交流父母在孩子成长过程中对孩子的帮助的故事，使学生体会到父母对自己的恩情，对自己的爱;

b. 使学生再一次创造性地灵活运用目标语言USED TO，谈论过去的经历，延续和深化本单元的话题，提高口语能力，并为下一任务阅读做好准备。

Step 2 While reading

1. Introduce the title of the passage- He used to cause a lot of trouble

T: Your stories really moved me, Today we'll read a connected story,

“He used to caused to cause a lot of trouble”, according to the title, what might be talked about in this passage? Would you might to make a list? Please pay attention to the word used to.

The students may give such answers:

What troubles he used to cause

The reason he used to cause so much trouble

What made him change

He is now a good person.

设计说明：

通过让学生在不预习课文的情况下根据文章标题猜测文章内容旨在培养其预测文章大意的能力，并通过下一阶段的阅读来检验学生对标题的预测是否正确。在教学中，教师提醒学生注意USED TO这个词语。

2. Fast reading

⑴What is the passage mainly about?

⑵Compare what the students predicted with the content given by the author

⑶stick out the key sentences and give the main idea of each paragraph in group and then report to class.

Para.1 After father's death, Martin's life became difficult.

Para.2 The troubles Martin used to cause.

Para.3 A conversation with his mother on the phone changed his life.

Para.4 What is Martin now like.

设计说明：

概括全文大意和各段落大意旨在帮助学生整体把握课文的脉络，提高分析综合能力和概括能力。

2. Detailed reading

⑴ Finish Section3, 3a Put the missing sentences back in the correct place in the reading.

设计说明：

培养学生利用上下文的信息猜词和学习新词汇的能力。

⑵Finish Section3. 3b

Read the statements below. Circle “True”. False”. Or “Don't know”

According to the reading.

设计说明：

设计此活动的目的是让学生带着问题细读文章,加深对文章的理解,并提高阅读能力.

⑶let the students design questions according to the text and then ask answer in pairs

设计说明:

提高学生获取文章细节的能力.

4．Explain some difficult phrases and sentences in the text and help solve the problems students raise

5. Retell the text in group one by one according to the key words below then choose one to report to class

Retell the text

1…problem child…a recent conversation… not used to…after his father’s death…difficult…not afford…to do this…

2.look after…cause problems…not interested in… get into troubles…

…patient…make a decision…hate… leave…waste…

3…necessary…call…change…need…help…understand…no longer…

watch…take pride in…decide to …realize… be afraid of…pay more attention to…

4…has changed…work hard…a top student… how…mother’s love…important…



设计说明:

提供关键词,让学生在小组里轮流复述课文,让朗读有了目的,使学生牢固地掌握课文里的词汇短语和句

6. Discuss in class: Why did the author write the Passage?

S1: The author wants to tell us: Mother's love is great.

S2:He wants to tell us: Communication between children and parents can help them understand each other better.

设计说明:

猜测作者写作意图，使学生明白写作目的及阅读目的，领会文章精髓

Step 2 Post reading

3. Disscuss in group: What are nice ways for you to express your feelings and love to your parents ?

⑴ T: Don't you think parents' love is magical? It makes Martin, a troublesome boy change into a top student. We can't imagine what would happen to Martin without his mother's love and help.We can say parents are the most unselfish persons. They are someone who listens suggests and defends. They are the givers, but not expect your repay. They are the persons deserving your most respect and love. We should do something for them, too. we can't only receive but not give.. In China, there is an old saying “树欲静而风不止，子欲养而亲不待”。We can't wait until it's too late. We should do something to make them happy and let them know we love them. Do you think what are nice ways for us to express our feelings to our parents? Please share your ideas in group and then report to class.

⑵ Choose a representative of a group to report and ask other groups to supplement. The student may give such answers.

a. to share homework with parents

b. to send parents small gifts on parent's day or their birthday

c. to write a letter or a card to express how much we love them

d. to try to study hard

e. to do a part-time job to reduce parents' burden.

f. ...

⑶ ask students to do some activities to show their love to parents after school.

设计说明：

通过例举向父母表达爱的方式，在学生心中树立反哺的概念，让他们明白爱是相互的，并让他们付之于行动。

4. Homework: writting

Write a passage of stories happened between you and your parents. The passage may include

a. what is your comment or feeling on your father\mother

b. give some examples of your father/mother helped you solve problems you met.

c. What you have done or want to do to show your love to your father\mother.

设计说明：

课堂上大量的语言输入为学生的语言输出做好了准备，对父母强烈的爱和感激之情使他们有了写作的欲望;此项课外作业能引导学生更多地关注父母，关注周围的人，学会爱人。

lspjy

Unit9Whenwasitinvented?教学安排

山东省威海市高区一中英语组 王丽娟

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 8 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

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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.

lspjy

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: ______________________________________________________________________________

lspjy

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.

lspjy

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 example: Potato chips are crispy and ... 5. Write the name of any food you know after each taste word in 1b. 6. Check the answer with your partner. 完成任务所需要的语言结构： ① What else food is sweet/crispy/salty/sour? Step 2 2a & 2b 1. 通过回答下列问题的方式，自然地引出听力内容，并激发学生的学习欲望，也能够浏览课本中的表格，提前预知一部分基本信息。Think about the questions: ① What's the most popular junk food? ② How much do you know about the history of potato chips? ③ Who were they invented by? ④ When were they invented? ⑤ How were they invented? 2. Read the statements in 2a and try to answer the questions above with the information in the chart. Ask students to explain them in a simple way if necessary. 3. Listen and circle “T” or “F”. 4. Read through the lines in 2b and get familiar with the missing blanks according to the passage. 5. Listen again and complete the sentences. 6. 用 Powerpoint 呈现完整的听力对话。Listen again and then fill in the missing words. Boy 1: Hey, did you know that ______________________________________? Boy 2: Really? What do you mean? Boy 1: Well, here ___________ it says that they were invented _______ _______________ George Crum. Boy 2: When was that? Boy 1: Oh, it was ______________. Boy 2: So, why was it ____________? Boy 1: Well, one day a customer in the restaurant where George worked __________ his plate of ______________ because he said they ______________________. Boy 2: So __________________? Boy 1: Well, George was __________________, so he cut the potatoes really, really thin, and he cooked them for a long time until they _______________. And he ____________________on them so they were _____________. He thought the customer would hate them. Boy 2: And? Boy 1: And the customer loved them and asked for more. He told the other customers about them, and soon everyone _____________ thinly-sliced, crispy, salty potato chips. Boy 2: And we're _________________ today. What a cool story! Boy 1: Yeah. 7. Ask students to read their answers. 8. 看屏幕，小组结对反复跟读磁带，回忆薯条发明的过程。 Step 3 2c 在融会贯通前面的目标语言的基础上，为了进一步巩固知识，教师设置一名记者采访“美食家”的情景，既能复习目标语言结构，又能练习口语，开阔思维。 1. Role play the conversation about the invention of potato chips. Use the information from 2a and 2b. 2. Ask two students to read the conversation in 2c to the class. 3. Talk about the inventor, date, reasons and other information with your partner. 完成任务所需要的语言结构： ① Did you know potato chips were invented by mistake? ② Who invented them? ③ When was that? ④ Why was it an accident? ⑤ They were invented by... back in... ⑥ ... because he said they were cut too thick. 4. Ask one or two pairs to show up to the class. 5. T: What else was invented by mistake? Discuss with your partner about the inventor, date, reasons and anything else. 完成任务所需要的语言结构： ①Did you know what else was invented by mistake? ②Who invented .../ Who was it/were they invented by? ③When was it/were they invented? ④Why was it an accident? Because ... ⑤... invented .../ It was/They were invented by ... ⑥It was/They were invented in ... 6. Ask a couple of pairs to say their conversations to the class. 7. The prize is a package of potato chips. Module 3 1. Go over the history of chips in 2a & 2b and write a short essay about it. 2. Look for the invention of tea by the Internet or reading the books. Then copy the information on paper.

lspjy

第五课时

Module 1 Step 1 1. Discuss in groups how much information students have got about the invention of tea. 2. T: Can you reply to the questions? ①Who invented tea? ②When was it invented? ③How was it invented? ④What kind of Chinese tea do you know? Step 2 1. Students discuss and write down their answers in groups. 2. Ask several students to read their different answers. 这个环节既能检查课前收集资料的情况，又能提醒学生阅读短文时注意重点掌握信息。活动旨在创造学生积极、主动的思维方式。 Module 2 Step 1 1. Read the article once quickly and circle any words or phrases you don't understand. 2. Paraphrase the new words or give some examples on the Screen. Ask them to guess the meaning in the article. If some students still can't understand, look them up in the Vocabulary List. 1. by accident: in a way that is not planned.    I met a foreigner on the street by accident. 2. beverage: a drink 3. according to: According to the teacher's answer, I am wrong. 4. ancient: a long time ago in history; very old 5. legend: an old, well-known story “Xi You Ji” is a legend. 6. boil: When you boil the water, it becomes too hot to drink. 7. bush: a tree with many thin branches 8. fall into: This chalk fell into the box. 9. remain: to stay in the same place 10. produce: to make 11. pleasant: nice and making you feel happy 12. in this way: to do something like this.     I study by making flashcards. In this way, I can study English well. 3. Read the words repeatedly until students can read them fluently. Step 2 3a 1. Read again slowly and sentence by sentence. Write the answers to four questions in 3a. 2. Discuss the answers in groups. 3. Ask students to read their answers. If it's wrong, ask another one to give different answer. 4. Explain some phrases or sentences and give examples. ①by accident/by mistake Did you know that tea was invented by accident? Did you know that potato chips were invented by mistake? (Someone must make a mistake.) ②not... until... I didn't get up until 9:00 this early morning. Jenny can't go out and play until she has done her homework. ③discover: to find out something that you did not know about before. invent: to make, design, or think of a new type of thing. Who discovered America? Bell invented the telephone in 1876. ④And in this way, one of the world's favorite drinks was invented. in this way 意为“这样；用这种方法”， way 作为抽象名词还可以构成其它的短语，  例如： in the way 挡路 by the way 顺便说 on the/one's way to... 在去…的途中 ⑤one of + plural nouns. Playing basketball is one of my favorite sports.   One of the most popular songs this year is Xi Shuashua. 5. Students read after the tape-recorder. Then read aloud by themselves until they remember the general information. 6. Students close the textbook and try to retell the story in their own words. 7. Look at the words on the Screen and ask a few students to retell it. by accident 1610 over three thousand years Shen Nong an open fire leaves fall into smell taste Step 3 阅读和理解能力并存，因此需要教师选择围绕本单元内容的其它材料，扩展阅读量，测试学生的能力。限定时间将下面对话中的句子排序，比赛谁阅读速度快而且语感通顺流畅。 ____ No, I don't know. Was it the emperor of China?   1 Do you know who invented the airplane? ____ I don't think so. I think he invented tea. ____ What? I never learned that in history. How did he invent tea by accident? ____ Oh, that's right. I remember reading about that in history. A Chinese emperor invented tea by mistake a long time ago. ____ He tasted some hot water after leaves had fallen in it. It was delicious. Step 4 3b 1. Read the instructions to the class. 2. Students read the notes and first sentence in the sample, and circle the new words. 3. Look them up in the Vocabulary List, read and remember them. 4. Listen to the teacher's descriptions, guess the word and write them down on their Exercise Book. ①a shop where bread and cakes are baked or sold: bakery ②the name of a bakery: Bridgeport ③a state in the northeastern US: Connecticut ④Shengui Pie is quite famous in Weihai: pie ⑤Her dog Lucky likes to play with a flying disk: flying disk ⑥Don't throw the paper away: throw 5. Students read the words again after the teacher. 6. Write an article using the notes in the box. 7. The teacher walks around the classroom and looks through students' articles. Help them solve some problems if they need. 8. Ask a few to read their articles. 比较学生文章的表达是否流畅，是否合理使用表格中所提供的资料，语法错误是否减少。 Step 5 引导学生注意观察生活，感受生活，培养学生的创造力。学生根据日常生活中遇到的困难，发挥想象力和创造力，为此设计一项发明来解决所遇到的困难。 1. Discuss the problems you have in your daily life in groups. 2. Find one problem all of you can solve and give advice. 3. Design a new invention to solve it. Describe its uses and functions. 4. 活动讨论的结果填在表格里，为下面的活动做准备。 Name Problems Advice New Invention 5. 两人互相介绍自己的新发明有何与众不同之处。 完成任务所需要的语言结构： ①What's your new invention? ②What can it be used for? ③If you invent it, what will our life be like? ④The invention is “Magical Pen Pal”. It's a new pen that listens and writes. This special pen was invented by... It is..., and it has... It is used for... If you..., you will... Step 6 Imagine you are a businessperson. Introduce your partner's new invention to the whole class. 对于基础比较差的学生，鼓励他们可以写一份简单的英文说明书，然后在同学们面前大声朗读。选择几名学生介绍伙伴的最新发明之后，全班举手投票评选本年度的“诺贝尔奖”！The Prize is a bar of chocolate! Module 3 1. Write a simple instructions of your new invention. 这篇写作能够总结本课时的中心语言结构，更能够连贯本单元的重要语言知识点，活学活用，刺激学生学英语的积极性。烦躁、乏味、重复的作业不复存在了，代替它的是大家感兴趣的活动。 2. Find out the information about the abacus, umbrella, binoculars, camera and bicycle. Write them down beside the pictures in Self-Check 2.