2014-2015人教九年级Unit 6 When was it invented语法归纳

Unit6 SectionA（1a-1c）教案Analysis of teaching MaterialThis section teaching content is English version of the Book 9 Unit 6, topic for discussion introduced the invention of the history and purpose, main is to enable students to correctly understand and use the passive voice to skillfully introduce items invention process and history, through the study of the lesson, students need to master the general passive voice, past tense in the study, understand the human scientific invention created a rich material civilization, stimulate innovation ability and desire. The passive voice in this class content, is an examination of a key, is also the difficulty, according to the English curriculum standards "ability of using English to do things" flexible, students must learn to correctly use the passive voice, they learned in this unit to describe objects are created, by the historical process of invention, so as to achieve the purpose of their major.Analysis of Student SituationOur school is an ordinary cou nty school, there aren’t many top student s, and my class is an ordinary class, so the student's basic condition is worse. English is the worst subject of all subjects. Some students have lost confidence in English, there are some students think English is more and more difficult, not gradually, not interested, don't concentrate in class, speaking is not very active. For this kind of situation, in the process of teaching I specially pay attention to adding interest, at the same time pay attention to each student's emotions, so as to improve the students' interest in learning English. Help them build learning sense of achievement and self-confidence, and make them in learning in the process of developing comprehensive language using ability, enhance practical ability, training their innovation spirit.Three-dimensional targetsKnowledge and skill goalsTo learn some new sentences:1）--When was the telephone invented?--It was invented in1876.2）-- Who was it invented by?-- It was invented by Bell.3）--What is it used for?--It is used for talking with people.Process and method goals1）Listening and Speaking2）To train the students’ cooperation with their partners.Emotional attitudes and valuesBy learning the time and uses of some modern inventions, and stimulate the emotion that students love to invent. Develop imagination and be good at observing things. In the face of difficulties, we should solve it with a positive attitude, use our imagination, understand the world, and transform the world.Remember: No inventions, no life!Teaching important points1. To learn Passive V oice of the past tense.2. To learn some new sentences:1）--When was the telephone invented?--It was invented in 1876.2）-- Who was it invented by?-- It was invented by Bell.3）--What is it used for?--It is used for talking with people.Teaching difficult points1. How to turn the active voice of the past tense into a passive voice.2. Use the passive voice of the past tense to discuss the in ventions’ time and purposes.The teaching method1. Situation teaching method2. Group discussion method3. Intuitive demonstration method4. Cooperation method Teaching resources Multi-Media Cards。

Unit 6When was it invented?Language Goal【语言目标】Talk about the history of inventions Knowledge Goals【知识目标】Key Wordsstyle，project，pleasure，daily，website，pioneer，list，mention，ruler，boil，remain，smell，national，trade，doubt，fridge，low，somebody，translate，lock，ring，earthquake，sudden，bell，biscuit，cookie，musical，instrument，sour，customer，Canadian，divide，basket，hero，nearlyKey Phrases have a point，by accident，take place，without doubt，all of a sudden，divide…into，not only…but also…，look up to，the Olympics，by mistakeKey Sentences1.—When was the telephone invented?—I think it was invented in 1876.2．—I think the TV was invented before the car.—Well，I think the TV was invented after the car.3．—Who was it invented by?—It was invented by Whitcomb Judson.4．—What is the hot ice－cream scoop used for?—It's used for serving really cold ice－cream. 5．The telephone was invented by Alexander Graham Bellin 1876.Key Grammar Learn to use passive voice in past tense to talk about inventions.Learn the special questions and answers.Ability Goals 【能力目标】1.Develop listening，speaking，reading and writing skillsby using the target languages.2．Learn to talk about the history of inventions and ask when，who and what questions about the famousinventions and answer them.Moral Goals 【情感目标】1.With the help of this unit's study，students can learn about the important inventions and how they have changed the world and the life of human beings. 2．Learn from the inventors and work hard at our lessons.Teaching Time【课时】Five periodsPeriod 1Section A(1a－2d) Period 2Section A(3a－4c)Period 3Section B(1a－1e)Period 4Section B(2a－2e)Period 5Section B(3a－3b) & Self Check本单元围绕“发明”这一话题，学习了解一些重要发明的历史，教学一般过去时的被动语态。

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 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 ofinventions.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 inventedin 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 1876is 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, using 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, TVset2． 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 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: 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. Youcan 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 studentsto 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.St ep 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 questionsand 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 also done some oral practice in pairs. And we’ve discussed the Passive Voice 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 answersof 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 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 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 asnecessary.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. 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 computerbecause 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 targetlanguage.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 tiny island. 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 listento 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 D esignUnit 9 When was it invented?Section AThe Third PeriodTarget language:A: What do you think is the most helpfulinvention?B: I think the most helpful invention isthe light bulb.A: Why is that?B: Well, it gives people more time to workand play every day.。

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 ofinventions.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 inventedin 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 1876is 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, using 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, TVset2． 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 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: 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. Youcan 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 studentsto 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.St ep 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 questionsand 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 also done some oral practice in pairs. And we’ve discussed the Passive Voice 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 answersof 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 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 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 asnecessary.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. 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 computerbecause 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 targetlanguage.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 tiny island. 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 listento 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 D esignUnit 9 When was it invented?Section AThe Third PeriodTarget language:A: What do you think is the most helpfulinvention?B: I think the most helpful invention isthe light bulb.A: Why is that?B: Well, it gives people more time to workand play every day.。

Unit 6 When was it invented?【教学目标】1.主要语法：被动语态基本结构：be+及物动词的过去分词2.词法【知识梳理】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(如果是不用物动词，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。

一般现在时被动语态为：am/is/are+过去分词一般过去时被动语态为：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？为取胜更清晰、更深刻地理解被动语态的含义，可以将主动语态和被动语态的句子结构进行比较。

主动语态：主语+ 谓语动词+ 宾语+ 其他成分被动语态：+其他成分如：被动语态2. 本单元要掌握的句型见课本P44 中的Grammar Focus3. 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) 如：Pens are used for writing. 笔是用来写的。

Pens aren’t used for eating. 笔不是用来吃的。

5. 给某人某样东西give sth. to sb. 如：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 错误地如：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I met her by accident at bus stop.11. not…until…直到…才做…如：I didn’t go to bed until I finished my work.12. according to +名词根据…如：according to an legendaccording to this article根据这篇文章根据一个神话13. over an open fire 野饮14. leaf n. 叶子复数形式leaves15. nearby adj. 附近的如：the nearby river16. fall into 落入掉进如：The leaf fell into the river. 叶子落入了河里。