2014版九年级Unit6 When was it invented精讲精析及练习

Unit 6 When was it invented？Section A1.pleasure可数乐事；高兴的事不可数高兴；愉快常用表达With pleasure乐意效劳My pleasure不用谢辨析pleasuren.高兴；乐趣pleasantadj.令人愉快的，强调事物本身的性质pleasedadj.感到高兴的, 强调人的心理2.such如此的；这样的句型such＋a(an)＋adj.＋单数可数名词＋that从句eg：He got such a bad cold that he coughed day and night.such＋adj.＋不可数名词＋that从句eg：She has made such great progress that many people like her.such＋adj.＋名词复数＋that从句eg：They are such interesting books that we all like them.辨析such修饰名词He is such a kind man.so修饰形容词或副词He is so kind a man.3.daily=every dayn.日报People's Daily《人民日报》4.mention提到；说到句型Don't mention it感谢道歉mention sb./sth.(to sb.)(向某人)提起某人或某事mention doing sth.提到做某事5.It is said that...据说……=People say that...相同结构It is reported that...据报道……It is supposed that...据猜测……It is believed that...人们认为……It's known that...众所周知……6.辨析take place指事先安排的事情eg: Great changes have taken place in our city over the years.happen指偶然发生的事情eg:An accident happened in that street.7.doubtwithout doubt毫无疑问；的确doubt sth.怀疑某事eg：No one doubts his ability.8.at a low price以低价eg：This sweater is on sale at a low price.9.translate翻译translate... into ...把……翻译成……eg：Don't translate everything into Chinese when you read English articles. Section B1.by mistake错误地；无意中eg：I took your bag by mistake.2.the Olympics=the Olympic Games语动词常用复数形式eg:The 30th Olympics were heldin London in 2012.3.divide...into把……分成……eg: The teacher divided us into four teams.4.stop句型stop ...from ...阻止……做某事eg: Nothing can stop China from being stronger and stronger.stop sb. from doing sth.= prevent sb. from doing sth.=keep sb. from doing sth.eg：Can you stop kids from playing Glory of Kings ?5.就近原则not only ... but also...neither...nor..既不……也不…… (两者都不)either...or...不是……就是……there be 结构6.look up to钦佩；仰慕=admireeg: Lots of kids look up to Li Yifeng nowadays.仰起头看……eg: The girl is so short that she has to look up to her elder sister.7.hero复数：+es以o结尾加­es变复数的名词黑人(Negro) 英雄(hero)爱吃西红柿 (tomato) 炒土豆(potato) Section A1.pleasure可数乐事；高兴的事不可数高兴；愉快常用表达With pleasure乐意效劳My pleasure不用谢辨析pleasuren.高兴；乐趣pleasantadj.令人愉快的，强调事物本身的性质pleasedadj.感到高兴的, 强调人的心理2.such如此的；这样的句型such＋a(an)＋adj.＋单数可数名词＋that从句eg：He got such a bad cold that he coughed day and night.such＋adj.＋不可数名词＋that从句eg：She has made such great progress that many people like her.such＋adj.＋名词复数＋that从句eg：They are such interesting books that we all like them.辨析such修饰名词He is such a kind man.so修饰形容词或副词He is so kind a man.3.daily=every dayn.日报People's Daily《人民日报》4.mention提到；说到句型Don't mention it感谢道歉mention sb./sth.(to sb.)(向某人)提起某人或某事mention doing sth.提到做某事5.It is said that...据说……=People say that...相同结构It is reported that...据报道……It is supposed that...据猜测……It is believed that...人们认为……It's known that...众所周知……6.辨析take place指事先安排的事情eg: Great changes have taken place in our city over the years.happen指偶然发生的事情eg:An accident happened in that street.7.doubtwithout doubt毫无疑问；的确doubt sth.怀疑某事eg：No one doubts his ability.8.at a low price以低价eg：This sweater is on sale at a low price.9.translate翻译translate... into ...把……翻译成……eg：Don't translate everything into Chinese when you read English articles. Section B1.by mistake错误地；无意中eg：I took your bag by mistake.2.the Olympics=the Olympic Games语动词常用复数形式eg:The 30th Olympics were heldin London in 2012.3.divide...into把……分成……eg: The teacher divided us into four teams.4.stop句型stop ...from ...阻止……做某事eg: Nothing can stop China from being stronger and stronger.stop sb. from doing sth.= prevent sb. from doing sth.=keep sb. from doing sth.eg：Can you stop kids from playing Glory of Kings ?5.就近原则not only ... but also...neither...nor..既不……也不…… (两者都不)either...or...不是……就是……there be 结构6.look up to钦佩；仰慕=admireeg: Lots of kids look up to Li Yifeng nowadays.仰起头看……eg: The girl is so short that she has to look up to her elder sister.7.hero复数：+es以o结尾加­es变复数的名词黑人(Negro) 英雄(hero)爱吃西红柿 (tomato) 炒土豆(potato)。

Unit 6 When was it invented?（第 1 课时）一、教材分析：本课选自初中英语新人教版九年级（2014）新改版。

谈论的话题是有关“发明”的话题。

要掌握的结构是被动语态。

本课时的教学内容是听力与口语相结合，重难点是词汇和短语教学。

二、三维目标：1 .知识和技能目标：1）谈论重要发明的发明时间，发明者和用途。

2）了解薯条、茶和篮球的发明历史。

2.过程与方法目标：1）能运用所学知识练习被动语态的句式。

2）能用所学句型进行交际练习。

3.情感、态度和价值观目标：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，改变世界。

三、教学重点：单词，短语和句型。

四、教学难点：运用被动语态谈论重要发明的时间、发明者和用途。

五、教学策略：通过谈论重要发明的练习，充分掌握被动语态的用法.六、教学准备：多媒体课件教科书课前预习学案。

七、教学环节：Step 1 leading-in Tell the students something about Tomas Edison and his inventions.Get the students to brainstorm some other inventions and their inventions.（设计说明：本环节以发明家爱迪生为切入点，引入本课的话题和重点句型，让学生通过听, 说，看的形式，在教师的提示下自我发现并关注目标语言的形式和用法，同时呈现文中的部分生词和短语，为学生阅读扫除障碍。

）Step 2 listening1.Get the students to guess when the inventions in the pictures were invented and ask them to read the dates individually to make sure they can make it .2.Play the tape for the first time and get the students to match the dates with the inventions and then check the answers.3.Play the tape for the second time and ask the students to read after the recording so as to be familiar with the new sentence structures .（设计说明：先引导学生通过猜测的方式来谈论听力材料中出现的日期，再通过检测学生对年份的读法扫除听力过程中可能出现的障碍。

Unit6 When was it invented?Unit6 When was it invented?重点短语1.think of 想出seem to do sth似乎要做2.have a point 有道理at that time在那时3.by accident 偶然；意外地fall into落入；掉入4.make tea制茶less than少于5.take place发生；出现around the world 全世界6.without doubt毫无疑问the nature of... ......的本质7.drop into掉进at a low price以低价8.advise sb.(not) to do sth劝某人（不）做all of a sudden 突然；猛然9.work on从事于be similar to与......类似10.by mistake错误地in the end 最后11.the Olympics奥林匹克运动会divide ... into... 把......分开12.at the same to同时stop... from doing... 阻止......做......13.dream of 梦想the number of ......的数量14.look up to 钦佩；仰慕encourage sb. to do sth 鼓励某人做某事15.take notes 记笔记decide on 决定e up with想出重点句型1.—When was the telephone invented?—I think it was invented in 18762.—Who was it invented by ?—It was invented by Whitcomb JubsonSection A【记】Edison , a great _____________, __________over 1’000__________ all his life.(invent) 【2014甘肃白银】28. If you could ______________(发明) something new, what product would you development.【2014江苏泰州】56. Paper making is a great__________ (invent) of ancient China.①. I think the light bulb is one of the most important__________(invent)②.The car ___________(invent) in 1885.【辨析】Gibert ____________electricity, but Edison ___________ the electric light bulb.吉尔贝特发现了电，而爱迪生发明了电灯泡。

人教版九年级英语《Unit 6 When was it invented？》Section A说课稿1一. 教材分析人教版九年级英语《Unit 6 When was it invented?》Section A主要包括两部分内容：对话和阅读理解。

本节课主要讨论关于发明物的历史，通过学习让学生了解不同发明的起源和发展，同时提高他们的英语听说读写能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常生活中的话题能够进行简单的交流。

但是，对于一些专业的科技领域的词汇和表达可能还比较陌生，因此，在教学过程中需要帮助学生掌握相关词汇和表达，并能够运用到实际情境中。

三. 说教学目标1.知识目标：学生能够掌握关于发明物的词汇和表达，如“inventor”，“invention”等；能够理解并运用一般过去时表达过去发生的事情。

2.能力目标：学生能够听懂、会说、会读、会写关于发明物的词汇和表达；能够通过阅读理解文章，获取信息并进行简单的推理。

3.情感目标：培养学生对科技创新的兴趣和好奇心，激发他们学习英语的兴趣。

四. 说教学重难点1.重点：学生能够掌握关于发明物的词汇和表达，能够运用一般过去时进行交流。

2.难点：学生能够理解阅读理解文章，获取信息并进行简单的推理。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在实际情境中学习、应用英语。

2.教学手段：利用多媒体课件、图片、视频等辅助教学，提高学生的学习兴趣和参与度。

六. 说教学过程1.导入：通过展示一些常见的发明物，如手机、电脑等，引导学生谈论关于发明物的话题，激发学生的兴趣。

2.新课呈现：讲解关于发明物的词汇和表达，如“inventor”，“invention”等，并通过例句让学生理解这些词汇的用法。

3.对话学习：通过听力练习，让学生听懂、会说关于发明物的对话，并能够运用一般过去时进行交流。

4.阅读理解：让学生阅读关于发明物的文章，理解文章内容，获取信息并进行简单的推理。

Unit 9 When was it invented?Section AThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects（1）Key Vocabulary: invent（2）Target LanguageWhen 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?Ⅱ. Teaching Key Points1. Key Vocabulary: invent2. Target Language: Talk about the history of inventions.Ⅲ．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.Ⅳ. Teaching Methods1. Listening.2. Group work.3. Pair work.Ⅴ. Teaching Aids1. A tape recorder.2. Some pictures or real objects of the inventions.Ⅵ．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 F ool’s 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 Ⅱ 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 blackboard.computer, 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 Ⅲ 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.We’ll 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 1885e 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 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!Step Ⅳ 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 t he 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 Ⅴ SummaryIn this class, we’ve learned to talk about the history of inventions with passive voice. We’ve also done some listening practice in understanding the target language in spoken conversation. And we’ve done much oral practice, us ing the target language.Step Ⅵ Homework1．Write out two conversations in Activity 1a.2．Write out two conversations in Activity 1c.Step Ⅶ 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 Vocabularybe used for, adjustable, heel, battery, operate, slipper, scoop, electric（2）Target LanguageWhen 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.Ⅱ. Teaching Key Points（1）Listening practice with the target language.（2）Make communications with target language.（3）Teach the new vocabulary.Ⅲ. Teaching Difficult Points1. Teaching the Grammar Focus.2. The listening practice with the target language.3. Make communications with the target language.Ⅳ. Teaching Methods1. Listening2. Pair workⅤ. Teaching AidA tape recorderⅥ. 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 Ⅱ 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. You’ll hear about some interesting inventions. Please listen and number the three inventions in theorder 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: They’re battery-operated slippers.Boy: What are they used for?Girl: They’re used for seeing in the dark.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 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 Ⅲ 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.You’ll 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 Ellsworth——changing 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 Ⅳ 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: They’re 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.StepⅤ 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 Ⅵ SummaryIn this class, we’ve done some listening and writing practice with the target language. We’ve alsodone some oral practice in pairs. And we’ve discussed the Passive V oice as well. StepⅦ Homework1．Try to remember the new vocabulary on page 77.2．Write down two conversations in activity 2c.StepⅧ 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: They’re used for seeing in tile dark.The Third PeriodⅠ. 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? Ⅱ. Teaching Key Points1. Talk about the helpful inventions and annoying inventions.2. Guide the students to discuss their opinions on the inventions.Ⅲ. Teaching Difficult Points1. Discuss the opinions on the inventions.2. Use the target language to describe the inventions.Ⅳ. Teaching Methods1. Pair work2. Group workⅤ. Teaching AidsSome pictures of the helpful inventions and annoying inventions.Ⅵ. Teaching ProceduresStep Ⅰ 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 V oice 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 Ⅱ 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 thestudents to work with their partners. Have each student talk about their list with another student, asking each other questions. For example,What is your first helpful invention?Why do you think it is helpful?Sample answersHelpful Inventions Annoying Inventions1. bike 1. recorder2. TV set 2. guitar3. computer 3. tractor4. plane 4. loudspeaker5. umbrella 5. mobile phoneStepⅢ 3bThis activity provides listening and speaking practice using the target language.Ask the students to read the instructions together.I think the most helpful invention is the computer because it has changed the world a lot.Then ask a pair of the students to model the sample dialogue:SA : What do you think is the most helpful invention?SB: I think the most helpful invention is the light bulb.SA: Why is that?SB: Well, it gives people more time to work and play every day.Correct any pronunciation errors. Make sure they are providing a good model. Write the conversation on the blackboard.After that, get the class to work in pairs and complete the work.Please discuss your opinions in Activity 3a with your partner now.Ask some ones to tell the class about their partners’ opinions and reasons. They may say like this: Zhang Ming thinks the most helpful invention is the car because it makes our travel easier.Step Ⅳ Part 4This activity provides oral practice using the target language.Ask the students to see the picture first.And encourage some students to describe it. They may say like this: The man is alone on a tinyisland. He is sitting under a tree and thinking. What can he see around the island is water.Then read the instructions to the class.Do some explanation if necessary. Make sure each student can understand the instructions and know what to do.Tell the class to discuss in groups of four.Imagine that you are alone on a tiny island and you had ever got a chance to choose five inventions you would like to have on the island with you. Each group has to tell what you choose and why.Remind them that they can use all the items mentioned in Activities 1a, 1b, 2a and 3a. And they can also use any other items they can think of as they talk to their partners. Tell them to use the statement in the box as the beginning.Ask two students to read it to the class.SA: I’d like to have a radio because I could listen to music all day.SB: Yes, but that’s not going to help you leave the island. I think it would be better to have…Have the students work in groups of four. Move around the classroom and helping students as necessary.Ask each group to share their statements with the class. Compare their inventions and decide which ones are the most helpful.Sample conversation:A: I’d like to have a radio because I could listen to music all day.B: Yes, but that’s not going to help you leave the island. I think it would be better to have a mobile phone. So you can contact anyone who can save you.C: I don’t agree with you. I think you should choose a computer. It will help you to ask for help from all over the world.D: …StepⅤ SummaryIn this class, we’ve learned mor e about the inventions. And we’ve done much oral practice talking about the inventions.Step Ⅵ Homework1. Remember the new words on page 78.2. Write down the conversations in Activity 3b.3. Write down the conversation in Activity 3c.Step Ⅶ Blackboard DesignUnit 9 When was it invented?Section AThe Third PeriodTarget language:A: What do you think is the most helpful invention?B: I think the most helpful invention is the light bulb.A: Why is that?B: Well, it gives people more time to work and play every day.。

Unit 6 When was it invented？【知识点整理】1。

被动语态(1）被动语态表示句子的主语是谓语动词所表示的动作承受者.(2）被动语态基本结构：be+及物动词的过去分词（如果是不及物动词,其过去分词应带有相应的介词）（3）被动语态中的be 是助动词,有人称、数和时态的变化。

一般现在时的被动语态为:am/is/are+过去分词一般过去时的被动语态为：was/were+ 过去分词与情态动词连用的被动语态：情态动词+ be + 过去分词（4）被动语态中动作的发出者或执行者做介词by的宾语，放在句末，by 表示“由,被”的意思，如何理解被动语态？主动语态：主语+谓语动词+宾语+其他成分被动语态：主语+be+过去分词+by+宾语+其他成分如：Many people speak English.English is spoken by many people。

3。

invent v。

发明inventor n. 发明家invention n。

发明,可数名词4. be used for doing ，用来做…（是被动语态）Pens are used for writing. 笔是用来写的。

5。

给某人某样东西give sth。

to sb。

I gave a pen to him。

我给他一支笔.give sb. sth。

I gave him a pen。

我给他一支笔。

6。

all day 整天7。

salty adj。

咸的salt n. 盐8. by mistake 错误地（犯错是:make mistake,这些常见的短语大家务必要掌握）I took the umbrella by mistake. 我不小心拿错了雨伞。

9。

make sb./sth+形容词：使…怎么样It made me happy。

它使我高兴make sb./sth+名词：让…做…It made me laugh。

它让我发笑10. by accident 意外，偶然（常见短语，考的最多的是它的意思)I met her by accident at bus stop. 我在公共汽车站意外地见到了她。

Unit6 When was it invented?Section A1. I think the TV was invented before the car. 我认为电视机先于汽车被发明。

【解析1】invent v 发明→inventor n 发明家→invention n 发明【辨析】invent/ discover/find/find out2.My pleasure!这是我的荣幸【解析】please v 取悦→pleasure n愉快.It’s my _____________(please) to help you.→pleased adj.(人)高兴的→pleasant adj.(物)令人愉快的They went to Qingdao and had a ___________(pleasure) trip.be pleased to do sth 愉快做某事I’m pleased _____________(meet) you.be pleased with sth 对….满意3.Think about how often it’s used in our daily lives想想看它在我们的日常生活中是多么经常被用到。

``【解析】daily adj. 日常的；每日的= everyday【拓展】day n. 天，日→daily adj. 每日的daily life 日常生活4. The pioneers of different inventions were listed there 不同发明的先驱被列在那里。

【解析】list n 列表；列清单n 名单；清单make a list of ... 制作......的目录5.For example, it mentioned that the zipper was invented by Whitcomb Judson in 1893.例如，它提到拉链是惠特科姆.贾德森于1839年发明的。