2. When was the car ________? (发明)

1. Who _______ the telephone? ( 发明)

2. Key sentences重点句子 (P71)

Who invented them?

They were invented in 1863.

Ability goals能力目标

Enable the students to understand and use the new words of this unit.

Emotion & attitude goals 情感和态度目标

Enable the students to be aware of different inventions around them.

Strategy goals 策略目标

Enable the students to use what they know to explain new words.

Teaching important points教学重点

Understand and use the new words and phrases.

Teaching procedures and ways 教学过程与方式

Step I　 Lead-in

T: Good morning / afternoon, boys and girls. This week we will begin a new unit about inventions. You can see inventions all around us, from TV to car, from food to clothing. We should say nobody can live without them. Don’t you think so? Can you imagine one day without inventions?

Ss: That’s impossible.

T: Yes, we live in a world of inventions. These inventions make our life easier and more comfortable. In this unit, we will learn some inventions and their history. First, let’s get to know some new words.

Step II　 Card Game

Ask the students to play a card game to help them remember the new vocabulary of this unit.　　

T: Close your books. Here are some cards. On each card there is a word with English spelling. When I hold up a card, you must tell me what it means in Chinese, how to read it and some words related to it. Are you clear?

Show the cards to the students one by one. Correct their mistakes in pronunciation and understanding.

…

Step III　 Practice the new vocabulary

Ask the students to explain in their own words the words in Section A in the workbook.

T: Very good. Please turn to Section A of workbook, the first part. Discuss these words in groups and explain their meanings in your own words.

Sample answers:

S1: Invent: There was not such a thing in the world. Someone made it and then there is such a thing. So we can say someone invented it.

S2: Discover: There is a thing. But people don’t know it or few people know it. Someone find it and make it known to people. We can say someone discovers it.

S3: Scoop: When it is a noun, it means a short-handled tool for taking up and moving something. When it is a verb, it means lifting something with a scoop.

S4: Mistake: If I say 2 and 2 is 1, you can say I make a mistake.

S5: Annoying: make one angry, unhappy or uncomfortable.

S6: Adjustable: that can be made more helpful or useful.

S7: Microwave: very short wave.

S8: Braces: something used to tighten.

Ask the students to circle the words in the table.

T: Very good. Now please find these words and circle them in the table. Volunteers?

Show a hanging chart with the same table to the students. Ask them to come to the front and circle the words in the table in the hanging chart.

Check the answers and correct the mistakes if there are any.

Step IV　 Words about food taste(1a, 1b: P71)

Ask one student to come to the front to do a blind taste test.

Show a bag to the students.

T: Look, there are 4 kinds of food in it. I will let one of you come to the front and taste them. But I will use a piece of cloth to cover his or her eyes. After tasting, he or she has to tell how each food tastes and what food it is. Are you clear? Sophie, please.

Cover Sophie’s eyes and give her the food one by one. Sophie tastes each food and tries to guess what it is.

S: It is sweet. I think it is an apple.

They are salty and crispy. I think they are potato crisps.

It is sour. I think it is a tomato.

It is salty. But I don’t think I have eaten this food before. It is delicious.

T: Do you enjoy the food? Now you can take off the cloth. The last one is Pizza, which is popular with westerners. You can take it with you and go back to your seat. Thank you.

Sophie goes back to her seat.

T: Hi, class. What are the four different tastes of the food Sophie had?

S: They are sweet, crispy, salty and sour.

T: Yes. They are words used to describe different tastes of food. Try to use them to describe the food in the picture of 1a, Section B.

Ask the students to read the pictures of 1a in Section B and describe how the food tastes.

T: Now, look at the four pictures. What are they?

Ss: They are potato chips, lemon, ice cream and tea.

T: You are right. Please use the words we’ve just learnt to describe how they taste.

S1: Potato chips are crispy. Lemon is sour. Ice cream is sweet. Tea is sweet.

T: How about you? Do you have a different idea?

S2: Potato chips are crispy and salty. Lemon is sour. Ice cream is sweet. Tea is sweet.

T: Good. I think S2’s answer is better. Now let’s repeat the description together.

Ss: ...

Ask the students to write the name of a different food after each word in 1b of Section B.

T: Now, write the names of different foods after each taste as many as possible. I think this is an easy job for you. Think of the food you eat everyday at home or in restaurants.

Collect the answers and put them down on the blackboard.

Sample answers:

sweet: apple, orange, banana, honey, orange juice, cakes and candies

crispy: salad, potato chips, lettuce and cucumber　

salty: pizza, French fries, olives

sour: grapes, pickle and vinegar

Step V　 Do a quiz

Ask the students to finish the following exercises in 10 minutes.

T: Next we’ll do a quiz. Your task is to finish the exercises in 10 minutes. Anyone who does his best without looking at the textbooks will be invited to my home this Sunday for a pizza meal. When I say “begin”, you can begin. After you finish, hold up your hands and let me know. Are you ready? One, two, begin!

Fill in the blanks with the words you’ve learnt according to the Chinese.

　　 分课时教案

Period 1　 Vocabulary building

Language goals 语言目标

1. Words & expressions生词和短语

invent, scoop, adjustable, operate, mistake, thin, sprinkle, sweet, salty, crispy, sour, discover, annoying, special, ancient, legend, boil, fire, nearby, remain, notice, produce, pleasant, throw, thousand, century, taste, smell, create, divide, shoot

2． 教材重组和课时分配

Period 1　 (Section B: 1a, 1b) 　　　　　　　

Vocabulary building

Period 2　 (Section A: 1a, 1b, 1c) 　　　　　　　　　　　 New function presenting

Period 3　 (Section A: 2a, 2b, 2c, 3a, 3b, 4)

Practice

Period 4　 (Section B: 2a, 2b, 2c, 3a, 3b) 　　　　　　　　 Integrating skills

Period 5　 (Section B: 4a, 4b; Self check: 1, 2) 　　　　 Self check

Period 6　 (Reading: Section 1-Section 4)　　　　　　　 Reading comprehension

7. Some leaves from a nearby bush fell into the water and remained there for some time.

一些叶子从附近的灌木丛落到水里.并在水里浸泡了一段时间.

(1)　 leaf的复数形式为leaves

(2)　 remain 表示 “继续留在某处”如

How long will you remain here? 你要在此地停留多久?

(3)　 fall into “落入,陷入”如:

He was drunk and fell into the water.他酒醉跌落水中.

6. According to an ancient Chinese legend, the emperor Shen Nong discovered tea when he was boiling drinking water over an open air.

根据中国古代的一个传说, 神农帝在户外的火上烧饮用水时发现了茶叶.

(1)　 According to 是个短语介词,意为 “根据……;依照……”后接代词,名词或由疑问词以及whether引出的名词性从句.如:

According to the radio, it will rain tomorrow.根据收音机说,明天有雨.

According to what you said just now, he was right then.

根据你刚才说的,那么他就对了.

(2)　 介词over 在此意为 “在……正上方”而介词above指 “在……的上方”;介词on指 “在……的上面”

5.Although tea wasn’t brought to the western world until 1610, this beverage was discovered over three thousand years before that.虽然,茶直到1610年才传入西方世界,但是这种饮料在三千多年前就被发现了.

(1)although 作连词,意为 “虽然,尽管”,引导让步状语从句,我们不能根据汉语习惯.在后面使用连词but,不过它可以与yet, still连用;若主从句的主语相同,且从句谓语含有动词be,可将从句主语和动词be省略.如:

Although (it was) snowing, it was not very cold.

虽然在下雪,但是天气不是很冷.

There is air around us, although we can’t see it.

尽管我们看不见,但是我们周围全是空气.

Although (he is) quite young, he knows a lot.

虽然他很年轻,但是他很懂事.

(3)　　　 not…until 意为 “直到……才”until 引导一个时间状语从句.如

He didn’t go to bed until his father came home.直到他爸爸回家时他才睡觉.