2014年秋新目标九年级英语Unit6 When was it invented教材全解加课后练习讲解(附答案)

新目标九年级英语Unit6SectionA（1a-2d）习题含答案Unit 6 When was it inventedSection B (1a—2b)Ⅰ. 根据句意及所给首字母提示，补全句中所缺单词。

1. Paul was very brave. We all regarded him asa h .2. Laura added too much salt to the soup. Now it tastestoo s .3. The potato chips are thin and c . Please havea try.4. Many people use cloth bags and bamboo b to do their shopping.5. Oranges taste sweet and a bit s and they are full of vitaminC.6. The main purpose of the advertisement ismaking c spend money.7. Norman Bethune was a C doctor. He waswell-known for helping Chinese people in the war.Ⅱ. 根据汉语意思及括号内所给英文提示语，将下列句子翻译成英语。

1. 乔(Joe)梦想去欧洲。

(dream of)____________________________________________2. 我们应该阻止吉尔(Jill)离开。

(stop ... from ...)____________________________________________3. 刚才贝姬(Becky)无意中拿了我的手机。

(by mistake)____________________________________________4. 大部分年轻人仰慕体育明星和歌星。

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.。

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。

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?heel /hi:l/ n. 鞋跟；足跟n.脚后跟，踵；（鞋、袜等的后跟）；（四足动物的）后脚；踵状物vt.& vi.（使）倾斜vt.给（鞋等）修理后跟at (或to) heel∙ 1.（狗）紧跟主人at (或on) the heels of∙ 1.紧跟…之后electricity /ilektrisəti/ n. 电；电能p.42n.电力；电流，静电；高涨的情绪；紧张electrical adj.用电的，与电有关的，电学的；令人激动的，紧张的，惊人的electrician n.电工，电气技师energy n.[物]能量；活力；精力；精神power n.[机]动力，功率；力量；政权，权力；强国，大国vt.运转；用发动机发动；使…有力量vi.靠动力行进；快速行进adj.权力的；机械能的，电动的；用电力（或动力）发动的scoop /sku:p/ n.勺; 铲子p.42n.铲，勺，水舀，铲斗；一勺[铲]之量；穴，凹处；通气（或通水）口vt.舀；挖空；掏，抓取；[非正式用语]抢先获得、发布style/stail/ n. 样式; 款式p.42n.方式；样式；时髦；仪表，品位vt.设计；称呼；为…造型vi.使符合流行式样；用刻刀作装饰画kind种类type n.类型project /prədʒekt/ n. 项目；工程p.42vt.放映；计划；发射；展现，使突出vi.伸出，突出program n.程序；节目，节目单；计划，安排v.[计]给…编写程序；为…制定计划；设计安排活动；编排pleasure /pleʒə(r)/ n. 高兴；愉快p.42n.愉快；娱乐；令人高兴的事vt.使高兴；使满意vi.觉得高兴，享受；寻欢作乐have the pleasure of something (或of doing somethi∙ 1.[用于正式请求和描写]有幸，荣幸take pleasure in∙ 1.以…为乐事zipper /zipə(r)/ n. (= zip) 拉链；拉锁p.42n.<美>拉链；用拉链的人，装拉链的包vi.拉上拉链vt.用拉链扣上daily /deili/ adj. 每日的；日常的p.42adj.每日的，日常的；一日的；每日一次的；每个工作日的n.日报；（不寄宿的）仆人，白天做家务的女佣adv.每日；逐日；每周日；日复一日地daily life∙ 1.日常生活Everyday adj.日常的，平常的；普通的；每天的；经常website /websait/ n. 网站p.42web n.蜘蛛网，网状物；[机]万维网；织物；圈套vt.在…上织网；用网缠住；使中圈套；形成网状site n.地点，位置，场所；[计算机]网站；遗址；地皮vt.使坐落在；安放，设置；给…造址；为…提供场所pioneer /paiəniə/ n.先锋；先驱p.42n.拓荒者；开发者；先驱者；创始者vt.开拓，开发；做（…的）先锋；提倡list /list/ v. 列表；列清单n. 名单；清单p.42n.清单，目录；倾斜；布边，布头；狭条vt.列出，列入；把…编列成表；记入名单内vi.列于表上mention /menʃn/ v. 提到；说到p.42vt.提到，说起；提名表扬n.提及don't mention it∙ 1.不用谢；没关系mention someone in one's will∙ 1.将遗产赠给by accident 偶然；意外地p.43n.意外事件；事故；机遇，偶然；附属品without accident1.安全地nearly /niəli/, /nirli/ adv. 几乎；差不多 p.43not nearly1.远非，根本不boil /bɔi l/ v. 煮沸；烧开p.43n.煮沸，沸腾；疔，疖子；[医]疡肿，脓肿vt.& vi.（使）沸腾，开vt.用开水煮，在沸水中煮vi.怒火中烧，异常气愤smell /smel/ n. 气味v. 发出气味；闻到p.43n.嗅觉；气味；臭味；发出臭气的人[东西]vt.& vi.& link-v.嗅，闻；闻出，发觉，查出；发出…的气味saint/seint/ n. 圣人；圣徒p.43take place 发生；出现p.43doubt /daut/ n. 疑惑；疑问v. 怀疑p.43without doubt 毫无疑问；的确p.43n.怀疑，疑虑；未确定vt.怀疑，疑惑vi.不确定，不能肯定或怀疑beyond doubt1.无疑地，确实地in doubt1.可怀疑的，存在疑问的without (a) doubt1.毋庸置疑地Doubtful adj. 难以预测的；难以预料的，未定局的；怀疑的，拿不准的；不明不白fridge /fridʒ/ n. 冰箱p.44translate /trænsleit/ v. 翻译p.44n.译员( translator的名词复数)；翻译者；翻译家；翻译机lock /lɔk/, /la:k/ v. 锁上；锁住p.44n.锁；水闸，船闸；（机器部件等的）锁定；一把，一撮vt.锁上；锁好，关好；使固定；隐藏vi.卡住，不动；纠结；僵硬不动lock out∙ 1.停工：在劳工纠纷期间不让（雇佣工人）工作under lock and key∙ 1.妥善锁藏着lock on to∙ 1.（用雷达或类似手段）定位跟踪（目标）lock someone out∙ 1.给…吃闭门羹，闭门不让进∙ 2.（雇主）不让员工进厂earthquake /ə:(r)θkweik/n. 地震 p.44 n.地震；大变动；动乱quake vi.发抖，颤抖；摇动，震动n.震动，摇动；〈口〉地震；战栗sudden /sʌdən/ adj. 突然（的）p.44adj.突然的，未预见到的；急躁的，仓促的；快的，迅速的；急剧all of a sudden 突然; 猛地p.44biscuit /biskit/ n. 饼干p.44cookie/kuki/ n. 曲奇饼干p.44instrument /instrumənt/n. 器械；仪器；工具p.44n.仪器；手段，工具；乐器；法律文件vt.用仪器装备；为演奏谱曲；向…提交文书crispy /krispi/ adj. 脆的；酥脆的p.45adj.易碎的，精神爽快的sour /sauə(r)/ adj. 酸的；有酸味的p.45adj.有酸味的；敌对的；坏脾气的；别扭的vi.变酸，变馊；发酵；厌烦；败坏vt.变坏，恶化；使变酸；使失望；使不毛n.酸味；苦事go (或turn) sour∙ 1.变得不愉快；失去吸引力；变得不受欢迎sour grapes∙ 1.酸葡萄心理（因为自己得不到就诋毁或蔑视某物）by mistake 错误地；无意中p.45customer /kʌstəmə (r)/ n. 顾客；客户p.45custom n.习惯，惯例；海关，关税；经常光顾；[总称]（经常性的）顾客costume 戏服Canadian /kəneidiən/ a. /n.加拿大/人的p.46divide /divaid/ v. 分开；分散p.46divide ... into 把⋯⋯分开p.46vt.& vi.分；划分；分离；（使）产生分歧n.分水岭，分界线；分配divide and rule (或conquer)∙ 1.分而治之purpose /pə:(r)pəs/ n. 目的；目标p.46n.意志；目的；作用；（进行中的）行动vt.有意；打算；企图（做）；决意（做）to no purpose∙ 1.无结果地，无成效地，徒劳地to the purpose∙ 1.与本题有关的，得要领的，合适的；有用的On purpose 故意地Purposeful adj.有目的的，故意的；意志坚强的，果断的；有意义的，意味深长的；重大的basket /ba:skit/ n. 篮；筐p.46n.篮；一篮；（篮球运动的）篮；投篮得分v.把…装入篮内；把…丢入字纸篓里the Olympics /əu limpiks/ 奥林匹克运动会p.46look up to 钦佩；仰慕抬头看（某人或某物），尊重[敬仰]（某人）；企慕；瞧得起；仰慕Look down on / upon俯瞰（某处）；看不起（某人）；轻视hero /hiərəu/ n. 英雄；男主角p.46n.英雄，勇士；男主角；（古代神话中的）神人，半神的勇士复数：heroesn.女主角；女英雄；女杰出人物复数：heroines。

14-15学年新目标九Unit6试题（成都）Class: Name: Marks：（满分120分）A卷（选择题；共75分）第一部分基础知识运用（共45小题，计45分）一. 选择填空。

（共25小题，每小题1分；计25分）A. 从下面方框中选出与下列各句中画线部分意思相同或相近，并能替换画线部分的选项。

(共4小题，每小题1分；计4分)( )1. Their boat struck a rock and began to go down.( )2. I don’t like being away from my family.( )3. Which sweater do you like better, the blue one or the green one?( )4. I hope you can enjoy yourselves at the Christmas party tonight.B. 从各题的A、B、C三个选项中选出正确答案。

（共17小题，每小题1分；计17分）( )5. boy from Greece is honest boy.A. The; aB. The; anC. A; the( )6. My 3-year-old cousin dances music as soon as he listens to it.A. inB. toC. for( )7. — M om, I’m very hungry now!— You can have some first.A. juiceB. biscuitsC. relish( )8. —Don’t be worried. The competition isn’t very difficult. You can do it well.— Oh, I hope everything goes well.A. itselfB. myselfC. yourself( )9. Peter is dishonest. he says, nobody will believe him.A. HoweverB. WheneverC. Whatever( )10. —There’ll be some famous pictures in the museum this Sunday.—Let’s go and have a look.A. on holidayB. on vacationC. on display( )11. — Do you like rock music?— No, not at all. I like music really gentle.A. that’sB. that areC. who is( )12. Your parents have given you much help, they were very busy.A. becauseB. what ifC. though( )13. I don’t think the coat you fine. You look more attractive in red.A. costsB. suitsC. misses( )14. The gift Bob bought for his mother yesterday was very special.A. whatB. /C. who( )15. Over the years, Mr Li lots of photos for some magazines.A. tookB. has takenC. would take( )16. — Have you ever visited Germany?—. But I expect to go there again.A. PerhapsB. Yes, I haveC. I don’t know( )17. —It’s too hot. I want to eat a lot of ice cream.—You can eat just a little more than usual.A. No problem.B. I agree with you.C. T hat can’t possibly work.( )18. I still remember the park we first met.A. thatB. whichC. where( )19. — What honest boy Jack is!— Yes. We all like him.A. aB. /C. an( )20. The toys by us will be on display in the school exhibition hall next week.A. madeB. is madeC. makes( )21. What do you dislike this movie?A. /B. aboutC. ofC. 补全对话。

Unit6 When was it invented?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2、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：其他成分被动语态：+其他成分如：被动语态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) 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. by mistake 错误地如：I took the umbrella by mistake. 我不小心拿错了雨伞。

7. 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8. not…until…直到…才做…如：I didn’t go to bed until I finished my work.9 quite 非常adv. 与冠词a连用时，冠词a必须放在它的后面如：quite a beautiful girl 一个漂亮的女孩very 非常adv. 与冠词a连用时，冠词a必须放在它的前面如： a very beautiful girl 一个漂亮女孩注：当不与冠词a 连用时，两者可以互用如：I am very happy.=== I am quite happy. 我非常高兴。

Section BThe Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects（1）Key Vocabularysweet, salty, crispy, sour, potato, chip, mistake, by mistake, thin, in the end, chef, sprinkle（2）Target LanguageDid you know potato chips were invented by mistake? No, I didn’t know that. Who invented them?2. Ability Objects（1）Train the students’ reading, writing, speaking and listening skills with the Target language.（2）Train the students to use the new vocabulary.3. Moral ObjectsDo you enjoy eating the potato chips?Have you ever thought of the history of the chips? Ⅱ. Teaching Key Points1. Train the students’ reading, writing, speaking and listening skills with the target language.2. Teach the students to use the new vocabulary correctly.Ⅲ. Teaching Difficult PointsDo the listening practice.Ⅳ. Teaching Methods1. Listening2. Pair workⅤ. Teaching Aids1. A tape recorder.2. Some bags of potato chips.Ⅵ. Teaching ProceduresStep Ⅰ Revision1. Check the homework by asking some children to read their conversations to the class.2. Ask some questions about the inventions. For example, what do you think is the most helpful invention?3. Dictate the words below:bulb light, microwave oven, island.Step Ⅱ 1aThis activity introduces new vocabulary.First, show the new vocabulary on the screen by a projector.sweet adj. 甜的；含糖的salty adj. 咸的；含盐的crispy adj. 脆的；易碎的sour adj. 酸的；酸味的potato n. 土豆chip n. （食物等）片mistake n. 错误；过去；误解by mistake 错误地thin adj. 薄的；细的in the end最后；终于chef n. 厨师sprinkle v. 撒（粉末状物）；洒（液体）Point to each word on the screen and teach the students to read one by one. Do it several times until the children can read the new words fluently.Read the instructions to the class.Point out the four adjectives on the left.Have them read the four words together.Then ask some different students to read them. Then ask the students to try to tell the meaning of each word in English in their own words, or give some examples of foods that show what each word means.For example, help the students explain it like this: Sweet is used for describing something that tastes like sugar or honey. It’s the opposite word of sour. After that, ask the students to tell the names of the foods in the pictures potato chips, lemon, ice cream, tea.Please choose the words in the box to describe how the food in the pictures tastes.Write them under the correct pictures.Note that some pictures have more than one word.Tell them to see the example answer before writing. After a while, check the answers by asking several students to read their answers to the class. Answers:potato chips: crispy, saltylemon: sourice cream: sweettea: sweetOptional activityBring some foods that taste sweet, crispy, salty and sour to the class. Have some students, one at a time, taste little pieces of each food. Then report how thefoods taste to the class with the new adjectives, sweet, crispy, salty and sour. Students may use more than one word to describe some foods.Step Ⅲ 1bThis activity provides practice using the new vocabulary and writing familiar words.Ask the students to read the instructions together. Point out the four taste words. Then point to the sample answer given.Please write the name of a different food after each word.You can write the name of any food you know in the blank. Can you think of other sweet food now? （apple, orange, etc.）Ask the students to complete the activity on their own. After they all finish writing, ask some students to read their answers to the class.Check the answers with the whole class.Answers:Answers will vary but may include:sweet: apple, orange juice, soda, cake, honey crispy: French fries, salad, lettucesalty: French fries, olives, pepperoni, pizza, popcorn sour: pickle, grapefruitStep Ⅳ 2aThis activity gives students practice understanding the target language in spoken conversation.Let the students read the instructions together. Be sure that they all know what to do.Call the students’ attention to the six sentences in the box. Ask six different students to read them and do some explanation in their own words on each sentence. After that, get the students to guess what they will hear about.Maybe someone can answer like this, may listen to something about the potato chips. Show some bags of potato chips to them or even let some children taste the chips.Yes. You’ll hear a story about the invention of the potato chips. Please look at the first sentence now. It is a sample answer given. The statement is true so the letter T is circled.Then play the recording first. Students only listen. Play the recording again. Ask the children to listenand circle T for true or F for false.Check the answers with the whole class.Answers1. T2. F3. T4. F5. F6. TTape scriptBoy 1: Hey, did you know that potato chips were invented by mistake?Boy 2: Really? What do you mean?Boy 1: Well, here on the bag it says that they were invented by a chef called George Crum.Boy 2: When was that?Boy 1: Oh, it was way back in 1853.Boy 2: So, why was it an accident?Boy 1: Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick.Boy 2: So what happened?Boy 1: Well, George was in a bad mood, so he cut the potatoes really, really thin, and he cooked them for a long time until they were crispy.And he sprinkled lots of salt on them so they were really salty.He thought the customer would hate them.Boy 2: And?Boy 1: And the customer loved them and asked for more. He told the other customers about them, and soon everyone was ordering thinly-sliced, crispy, salty potato chips.Boy 2: And we’re still eating them today.What a cool story!Boy 1: Yeah.StepⅤ 2bThis activity gives students practice in understanding and writing the target language.Get the students to read the instructions together. Point to the blanks in the sentences in the story and tell them to complete the sentences while they are listening.You’ll listen to the same recording again.Before I play the recording, please try to give the answers by memory, or just by guessing.It doesn’t matter whether your answers are right or wrong.After a while, have the students get ready to listen.Play the recording again. Ask the students to fill in the blanks with the words they hear.Get several students to share their answers with the class. Correct the answers with the whole class. Answers1. Did you know2. were invented3. 18534. were crispy5. really saltyStepⅥ 2cThis activity provides guided oral practice using the target language.Play the recording of the history of chips again. Pause for the students to repeat after it. Get the students to read after the tape at least twice. Tell them to try their best to copy the pronunciation of the recording. Read the instructions to the class. Tell them that they will role-play the conversation, using the information from the activities in Activity 2a and Activity 2b. Ask a pair of the students to read the model conversation in the box.SA: Did you know potato chips were invented by mistake? SB: Wow, I didn’t know that. Who invented them?SA: They were invented by a chef called George Crum. Write the conversation on the black board.Then ask another pair to make a conversation or continue the model conversation.They may say like this:A: Did you know potato chips were invented by mistake? B: Wow, I didn’t know that. Who invented them?A: They were invented by a chef called George Crum. B: Why was it an accident? Can you tell me the story? A: Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick.B: What happened next?A: So George was unhappy, he cut the potatoes really thin, and he cooked them for a long time until they were crispy.He sprinkled lots of salt on them so they were really salty. He thought the customers would hate them.B: Go ahead, please.A: And the customer loved them and asked for more. B: What a cool story!Step Ⅶ SummaryIn this class, we’ve learned to describe how food tastes with some new adjectives. And we’ve done much listening practice on the target language. At last, we did some oral practice by making our own conversations. Step Ⅷ Homework1. Try to remember the new words learned today.2. Write out the conversation that you made by yourselves in Activity 2c.StepⅨ Blackboard DesignUnit 9 When was it invented?Section BThe Fourth PeriodTarget Language:A: Did you know potato chips were inventedby mistake?B: Wow, I didn’t know that. Who inventedthem?A: They were invented by a chef calledGeorge Crum.The Fifth PeriodⅠ. Teaching Aims and Demands1. Knowledge ObjectsKey Vocabularyby accident, beverage, thousand, according, according to, ancient, legend, emperor, boil, fire, leaf, nearly, fall into, remain. notice, produce, pleasant, smell, taste, in this way, metal, pie, flying disk, bakery. Bridgeport, Connecticut, throw, special2. Ability Objects（1）Train the students’ reading skill on how to answer the questions.（2）Train the students’ writing skill by writing an article.（3）Train the students’ speaking skill.3. Moral ObjectsChina is among the leading countries in tea production in the world. Let’s learn some history about the invention of tea.Ⅱ. Teaching Key Points1. The reading passage about tea.2. Lots of new words.3. The writing practice on the invention the flying disk.Ⅲ. Teaching Difficult Points1. To teach the students so many new word in a single class.2. To help the students understand. the reading passage.3. To direct the students to write the article.Ⅳ. Teaching Methods1. Understanding the passage by answering the questions.2. Doing writing practice by writing similar articles to the model one.3. Pair workⅤ. Teaching Aids1. Some real different kinds of tea and a real flying disk.2. A projector.Ⅵ. Teaching ProceduresStep I Revision1. Revise the history of chips by asking the following questions:Were the potato chips invented by mistake?When were they invented?Who invented the potato chips?How were the potato chips invented?2. Dictate the words below:sprinkle, chef, in the end, by mistake, potato chips, crispy, salty, sweet, sour, thin.3. Check the homework.Step Ⅱ 3aThis activity provides reading practice using the target language.First, show the new words in the reading passage on a screen by a projector:by accident 偶然；意外beverage n. 饮料thousand n.一千；许多according adj. 相符的；一致的according to 根据……；按照ancient adj. 古代的；古老的legend n. 传说；传奇故事emperor n. 皇帝；君主boil v.煮沸；烧开fire n. 火；炉火leaf n. 叶；树叶（ pl. leaves）nearby adj.临近的；附近的 adv. 在附近fall into落入；陷入remain v.保持；剩余；残余notice v. 注意到 n. 注意；通知produce v. 生产；制造；产生pleasant adj.舒适的；令人愉快的smell n. 气味；嗅觉taste v. 尝；品尝in this way 这样Point to each word on the screen and teach the children to read it. Do it several times until the students can read each word correctly. Ask some students to read the words to the class to see if they can pronounce each word correctly.Ask the students to read the instructions together. Point to the title of the passage and say like this, showing a bag of tea to the class, we’ve learned the history of chips. Now there is a passage about the invention of tea. Please read the article silently by yourselves now and write out the answers to the questions beneath the article.Read these four questions to the class:1. What is the article about?2. When was it invented?3. Who was it invented by?4. How was it invented?Tell them to read the article at least twice.They can try to catch the main idea the first time and answer the questions the second time. Tell them to circle any words or phrases that they don’t understand.Ask four different students to read their answers to the class. Then ask some others to decide if their answers are right.Anyone in the class can provide his or her different answers to the class.Check the answers with the class.Then encourage the children to ask questions on the words or phra ses that they don’t understand. Ask other students to explain or define the new words in their own words, but make sure that they can be understood. Have the children correct their answers in writing and read the article loudly several times.Answers1. The article is about the invention of tea.2. It was invented over three thousand years ago.3. It was invented by the Chinese emperor, Shen Nong.4. It was invented by accident.Step Ⅲ 3bThis activity provides reading and writing practice using the target language.Ask the whole class to read the instructions together. Then show a real flying disk to the children and tell the children the name of the toy is a flying disk in English.You’ll have to write an article using the notes in the box. The article will tell how the flying disk was invented. At first, let’s go over the notes in the box. There are some new words.Go over the notes with the class. Point out the new words. Teach them to read and do some explanation at the same time. Make sure that all the students make everything in the notes clear.Then ask the children to look at the contents and the picture in the right box.Look at the picture in the right box. We can see a flyingplate in the animal’s mouth. And the title of the article has been given--from pie plate to flying disk. Also the first sentence has already been given to us. Let’s read the title and the first sentence together now.Have the students read together.Find out how the writer combined the phrases in the notes into one sentence and try to say out the next sentence.Let them think for a while. Then ask several ones to say their sentences to the class. The sentences will vary, but have to be correct and meaningful.For example, someone may say like this:The original flying disk was really a metal pie plate from a bakery in Bridgeport, Connecticut.Then ask the children to make their own sentences with the notes given and note to say out the sentences in proper order to be an article. Let them work in pairs, listen to and help each other.After that, get the students to write their own articles. More around the classroom while they are writing, checking progress and offering help as necessary.Next, ask several students to share their articles with the class.Correct the mistakes they may have made.If time permits, get the students to work in pairs and check each other’s article.Sample writing:The flying disk is a toy which was invented by a group of college students. It was invented in the 1950s. In fact, the students didn’t invent it.They just discovered it. The original flying disk was really a metal pie plate from a bakery named Bridgeport in Connecticut. The students there liked to eat the bakery’s pies. And then they threw the pie plates around. A company began making plastic disk. Now there are flying disk clubs, a flying disk magazine, and even a national flying disk festival in September.Don’t you think it’s amazing that all this started from a pie plate?Step Ⅳ 4aThis activity provides reading and writing practice using the target language.Read the instructions to the students.There is always something that we hate doing. For example, I hate cleaning the blackboard. What about you?Then ask some children to say the things they don’t like doing to the class.After that, continue saying. Now please think of an invention that could help you.For me, I want to invent a self-cleaning board with something like a car’s windshield wipers. Then I would never need to clean the blackboard myself. What about you?Get the students to discuss the things they hate doing and the inventions that could help them. Let them work in pairs.Then call the children’s attention to the chart on the right.Get them to look at the sample answer and try to complete the chart first.Ask some children to give their answers to the blanks of use and price. Such as,Use: to write tests instead of me by listening to me Price: one hundred yuan per penThen get the students to fill in the chart with the details of their own inventions.Don’t review the task. It will be done in the next task. Step Ⅴ 4bThis activity provides listening and speaking practice using the target language.Read the instructions to the class.Get the students to ask and answer questions about their inventions in pairs first.Ask a pair to make a model conversation before the whole begin practicing. For example, they may say like. （ B—Businessperson , I—Inventor）B: Excuse me, what invention was invented by you?I: A special pen.B: What is it used for?I: It is used for writing tests. While the test is on, the pen can write tests instead of persons according to what its owner tells it.B: Wow, that’s great. How much would you like to sell it for?I: I hope I can get 100 yuan.B: OK. I will try to sell it to the class.After that, let the students work in pairs, Imagine one is a businessperson and the other is an inventor while they are practicing.Ask several pairs to share their conversations with the class.Then tell them to look at the model conversation in the box.Ask one student to read the conversation below to the class:A: This special pen was invented by Zheng Jie. It has three colours and it is used for writing tests. It can listen and write while the test is on. It is 100 yuan. Is anyone interested in it?Then ask some others to share their presentations with the class.They have to state the reason for buying them.Then the class votes for the most popular invention they want to buy.Step Ⅵ SummaryIn this class, we’ve read an article about the invention of tea. We’ve also written an article about the invention of the flying disk. We’ve done muchreading, writing, listening and speaking practice using the target language through group work.Step Ⅶ Homework1. Review the new words learned today.2. Rewrite the article--From pie plate to flying disk. Prepare to hand in it next class.3. Write out the presentation in activity 4b.Step Ⅷ Blackboard DesignUnit 9 When was it invented?Section BThe Fifth PeriodAnswers to the questions in Activity 3a:1. The article is about the invention oftea.2. It was invented by the Chinese emperor,Shen Nong.3. It was invented by accident.Suggested answers for Activity 4aProblem: writing testsNew inventions: a pen that listens andwritesUse: writing tests instead of persons bylistening to the owner Price: one hundred yuan per pen。