When was it invented教案3
Ⅰ.Teaching Aims and Demands1.Knowledge Objects
(1) Key Vocabulary
bulb, light bulb, microwave, oven, microwave oven, island
(2) Target Language
What is the microwave oven used for?
It is used for cooking.
2.Ability Objects
Train the students' writing and speaking skills with the target language.
3.Moral Objects
If you are alone on a tiny island, what inventions would you like to have on the island with you?
Ⅱ.Teaching Key Points
1.Talk about the helpful inventions and annoying inventions.
2.Guide the students to discuss their opinions on the inventions.
Ⅲ.Teaching Difficult Points
1.Discuss the opinions on the inventions.
2.Use the target language to describe the inventions.
Ⅳ.Teaching Methods
1.Pairwork
2.Groupwork
Ⅴ.Teaching Aids
Some pictures of the helpful inventions and annoying inventions.
Ⅵ.Teaching Procedures
Step Ⅰ Revision
1.Revise the three inventions talked last class. Ask about the names of the three inventions. Help the students answer:
shoes with adjustable heels
battery-operated sneakers
heated ice cream scoop
Then 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, island
Step Ⅱ 3a
This 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 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 answers
Helpful Inventions Annoying Inventions
1.bike 1.recorder
2.TV set 2.guitar
3.computer 3.tractor
4.plane 4.loudspeaker
5.umbrella 5.mobile phone
Step Ⅲ 3b
This 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 4
This 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 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 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. 1 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: …
Step Ⅴ Summary
In this class, we've learned more about the inventions. And we've done much oral practice talking about the inventions.
Step Ⅵ Homework
1.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 Design
