U6课时1
初中英语_U6 I'm going to study computer science.第一课时教学设计学情分析教材分析课后反思
八年级上册unit6 I'm going to study computer science.SectionA第一课时教学设计学情分析初中学生的抽象思维能力比较低，形象思维能力强，但注意力容易分散。
我们可以拟以故事、小品、漫画或动画等形式展示，并配以丰富的色彩，从而增强学生的兴趣和注意力。
根据教育心理学,如果学生对于一件事物有极大的兴趣,他们就会排除主观和客观的种种消极因素,尽量全身心地投入到知识的学习中去。
初中生的学习心理特点：（1）兴趣：对英语普遍感兴趣，但有很大的不稳定性，好奇心强，求知欲旺盛，已不满足教师对课文的简单重复。
（2）记忆：对刺激记忆手段多的知识记忆深刻，遵从记忆规律。
（3）思维：偏重于形象思维，对片面,零碎的材料尚缺乏一定的概括分析能力。
（4）评价：主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强。
因此，在本学科的教学过程中，在注重启发引导，培养学生分析、概括能力的同时，更要注重教学方法的灵活性，通过任务型教学法，情景交际法，全身反应教学法等，激发学生学习的兴趣，让学生乐于接受，易于接受。
学生知识储备：初二上期的学生在初中经过一年的学习，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡，同时，学生们对英语学习还保持着较浓厚的兴趣。
经过一年的新课程理念的熏陶及实践，有了初步的自主、与他人合作交流、实践的能力。
本课时是关于未来理想职业的，内容贴近生活，比较能引起学生的兴趣，学生比较容易进入角色。
学生上课的课堂气氛较活跃，中等学生占多数，但是学困生比例也比较多，两极分化比较严重，学生只能够进行简单的会话，在学习策略方面仍存在许多要解决的问题。
有些同学在学习中缺乏小组合作意识，并且不能够大胆的用英语交流。
效果分析本节课的主要内容是让学生们通过对话来练习bbe going to 的相关句型，并且能够用该句型来表达自己未来理想的职业和询问他人的理想职业。
牛津译林版五上U6第1课时(Story time)教案
五年级上册第六单元第1课时教案Teaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说e-friend, send, email, to, live, UK, …years old, study2. 能听懂、会读、会说日常用语Wait a minute. Does he/she have…? Yes, he/she does.Does he/she like…?No, he/she doesn’t.3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
4. 能初步运用本课所学的词汇和日常用语谈论自己的朋友。
Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。
教学难点：能初步用句型Does he/she have/like…? Yes, he/she does.来询问他人朋友。
Teaching procedures 教学过程Step 1 Brain stormingT: Say the same kind of words. The more the better.【设计意图：由游戏导入，在活跃气氛的同时唤醒学生的旧知。
】Step 2 Self-introduction1. An information cardT: This is me. Do you want to know me? You can ask me some questions.Name ---- What’s your name? ---- JollyAge ---- How old are you? ---- 33 years old (教….years old)Subjects ---- What subjects do you like? ---- EnglishHobbies ---- What do you like doing? ---- making friends2. Let’s guessT: I have a kind of special friend. We can’t see each other. We usually send emails to each other.Can you guess? (教send, send to, email )S: E-friend. (教e-friend )(引出课题Unit 6 My e-friend)【设计意图：简单介绍自己，激发学生的提问兴趣，复习已学问句，引出下个环节。
六年级英语上册第六单元第一、二课时教案
第一课时对话教学【学习内容】PEP小学英语六年级上册Unit 6 Part A let’s talk【课程标准陈述】1.能借助图片、图像、手势听懂简单的话语或录音材料。
2.能理解对话大意。
3.能够用正确的意群及语音、语调朗读对话。
4.能够在情景中运用be+表示情绪的形容词来表达心情和感受。
【学习内容分析】本课是PEP小学英语六年级上册Unit 6 Part A的一节对话课，通过图文对照的形式呈现。
内容通过Sarah 和Sam看卡通片的情景展开，两人谈论了有关动画片《黑猫警长》的故事情节。
学生在四年级上册已经接触过第三人称单数。
五下学习了现在进行时态。
本对话的核心句型是They are afraid of him. The cat is angry with them.【学习目标】1.通过主情景图以及L et’s try部分的听力内容，了解故事发展的起因以及活动内容。
2.通过图片感受人物心情，能用I feel afraid./ angry./ happy.来表达。
3.通过跟读、模音能按照正确的意群及语音、语调朗读对话。
4掌握对话中语句的语用功能，能够对动画片进行简单的介绍。
5.通过正确的语句表达自己或者他人的心情，能通过不同音乐来疏导心情。
【评价活动方案】1.创设读图和观看动画的环节，通过学生观看动画，能够理解对话内容，提取关键信息和核心句型，初步运用本课的核心句型来完成目标1。
2.创设看图片听故事的活动来完成目标23.创设听录音跟读，模音以及小组分角色朗读的活动来完成目标3。
4. 创设复述《黑猫警长》的活动，请学生介绍故事大概内容来完成目标4。
5.创设看图片环节，启发学生体会人的情绪有很多，好情绪和坏情绪都很正常，学会用合适的方式来疏导，音乐可以给人带来好心情。
完成目标5。
【学习活动设计】Step1 Warming-up1.song ：<If you are happy>happy angry afraid2.How do you feel now? I feel happy.Step2 Presentation1.看动画，本单元主情景图，第一部分How do Sarah and Sam feel? They feel happy.Yum! I’m so happy. I love popcorn!（评价目标1）第二部分Look at Sarah’s fa ce. Is she happy now?No, she isn’t. She is angry.If we feel angry. What can we do? Look at the pictures. You can talk with your parent or friends.（评价目标5）2.Let’s try学生听录音，完成问答题选择，了解talk的语言背景。
师大选择性必修U6 Lesson1 公开课课件
Ⅲ Intensive reading
Intensive reading: Complete the diagram
classic novels
The Source Materials
nonfiction
short stories
Fast reading 2. Why do audiences always have the feeling of “the film is not like the book”?
Because the film’sபைடு நூலகம்length is about two hours, some plots are left out or changed. Even the endings may be changed.
Fast reading
4. What is the author’s opinion at the end about adapted films? Highlight the evidence in the article. Do you agree with the author’s point of view? Why or why not?
______T__h_e_C__a_st________ _I_t_’s__d_if_f_ic_u_l_t_t_o_f_in_d__a_c_t_o_r_s _a_c_c_ep__ta_b_l_e_t_o_f_i_lm__a_u__d_ie_n_c_e_s_.
Intensive reading: Complete the diagram
Ⅱ Fast reading
六年级第一学期Unit6第一课时教 学 设 计(精品、好用)
六年级第一学期Unit6第一课时教学设计【教材版本】小学英语PEP教材【课题名称】Unit6 In the nature park.【授课年级】小学六级第一学期【授课时间】一课时【学生分析】六年级是小学高年级的学生，课堂上要给予学生更充分的时间与空间，教给学生良好学习的方法，教学生独立、合作、创造性地解决问题。
鼓励学生在校园里与同学之间、老师都尝试用英语进行交流。
养成作笔记的习惯。
让他们更好发挥自身潜能，规范学习态度，严谨学习作风。
【课标分析】新课程标准强调课程应从学生的学习兴趣,生活经验和认知水平出发,倡导体验,实践,参与,合作与交流的学习方式和任务型的教学途经,发展学生的综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度,主动思维和大胆实践,提高跨文化意识和形成自主学习能力的过程.【教材分析】本节课主要是让学生能够用英语介绍自然公园,利用There is…句型和Is there …? Yes, there is./ No, there isn’t.句型进行有效的交际.并能根据不同的图片或实例进行描述.一、【教学目标】1、知识目标:（1）能够听、说、读、写单词forest、hill、mountain、lake、river（2）理解Is there …? Yes, there is./ No, there isn’t.并能根据图片、实物活用句型。
（3）能理解并完成Draw and ask的内容。
2、能力目标:让学生用英语介绍自然公园,养成用英语交际的良好习惯，培养学生积极参与课堂教学活动,养成乐于完成任务的好习惯。
二、【教学内容】1、教材：A Let’s lern/ Draw and ask2、词汇：forest、hill、mountain、lake、river3、句型：Is there …? Yes, there is./ No, there isn’t.三、【教学重点与难点】1、教学重点是掌握forest、hill、mountain、lake、river单词的读音。
新北师大版高中英语必修二U6TheAdmirableLesson1AMedicalPioneer课件
A Medical Pioneer
1
Tu was awarded a Nobel Prize
Tu’s personal information
&scientific work
2
personal information
2-4
3-4
scientific work
5
attitude
honour
Activity 2.1 Read para.1 Find out the “6 w” information (when\where\who\what\why\how).
Science
Centre
became a member of China Academy of Chinese Medical Sciences
studied Chinese medicine for two and a half years with experts in the field
was chosen to establish a team to find a cure for malaria—a disease that killed millions of people every year.
What do you know about her？
• a medical researcher • a Nobel Prize winner • a female scientist • to find a cure for malaria • to discover a life-saving drug
Why? Discovered the life-saving drug, artemisinin
选必B1U6-第1课时-starting out
Uluru, Australia
Uluru (/ˌuːluːˈruː/), also known as Ayers Rock(艾尔斯岩石), is a large sandstone rock formation in the south-west of Australia's Northern Territory. A sacred(神 圣 的 ) site to indigenous(土 著 的 ) Australians, Uluru rises 348 metres above the desert plain and reaches a height of 863 metres above sea level. The area around the formation is home to an abundance of springs, waterholes, rock caves and ancient paintings.
Watch and say
Now let's waቤተ መጻሕፍቲ ባይዱch a video and fill in the form.
The _U_N_E_S_C_O__has maintained a list of World Heritage Sites since_1_9_7_5_, which are of great _c_u_l_tu_r_a_l _o_r_n_a_t_u_ra_l_ significance and are protected by _l_a_w___ under an agreement amongst most of the
Unit6_第1课时参考教案.doc
Unit6第1课时参考教案【内容来源】人教PEP四年级下册Unit6【主题】Shopping【课时】第1 课时：A. Let's learn A. Complete and say一、教学目标1.能听、说、认读单词"glove", "scarf", "umbrella” 和“sunglasses”。
2.能用句型“Can I help you?”，u Can I try them on?进行交际。
3.能完成u Complete and say v部分的任务，认识到在不同的天气要穿不同的衣服。
4.使学生初步了解如何用英语进行购物，培养学生用英语进行交际的能力。
二、教学重难点重点1.能听、说、认读单词"glove”，"scarf”, "umbrella” 和“sunglasses”。
2.能用句型"Can I help you?”，u Can I try them on?v进彳亍交际。
难点1.单词"umbrella"的发音较难，要带领学生反复操练。
2.句子“Can I help you?”的含义和使用情境。
三、教学准备1.教师准备多媒体课件、教学音频、手套、太阳镜、雨伞和围巾等实物，人物头饰。
2.学生准备画笔和画纸。
四、教学过程Step 1: Warm-up1.课堂口语练习。
T: Hello, boys and girls.Ss: Hello, Mr/Miss...T: How are you today?Ss: Fine, thank you. And you?T: Fine・ Nice to meet you.Ss: Nice to meet you, too.T: Look at me. What colour is my coat?Ss: It's...T: Look at me. What colour are my pants?Ss: They're..・2.教师播放歌曲“This old hat”的录音，全班学生大声跟着录音唱歌曲，然后让学生分男女生比赛唱歌曲，活跃课堂气氛，激发学生的学习热情。
六年级下册U6第1课时课件
.
Cooperate for unknown
同桌两人或以四人小组为 单位小组内合作将不懂或 不熟悉发音的生词及短语 做上标记，发挥同伴互助 的作用，取长补短，组员 合作自学生词及短语。教 师在下一环节将进行合作 自学成果的检测。
.
Choose & Check
本环节教师对学生合作学 习生词及短语的成果进行 检测。学生根据每题提供 的小情境，联系前后文选 择正确的词或短语填空。
r.
5( ) Steve sold his movie company and returned to Apple.
Memory Game
学生通过以上环节学习了 课文，对Steve Jobs有了 一定的了解。为了巩固其 学习成果，本环节进行记 忆游戏，要求学生在不查 看课本的前提下，听老师 口头提出关于Steve Jobs 的问题，学生凭借记忆按 实际情况书面回答问题， 完成对Steve Jobs生平细 节的梳理及检测。
computer? He and his friend built his first computer in their home.
Answer the questions.
(4) What did Steve do after he left Apple? He started making cartoon movies.
Teachers may say:
When you see these pictures, what will you ask me about him?
Who was he?/ Who is he?
When was he born? When did he die?
Where was he born?
Unit 6第 1、2课时教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 6 Do you like bananas? I．Teaching objectives单元教学目标II. Teaching materials analyzing and rearranging 教材分析与重组1．教材分析本单元以food 为话题，设计了三个部分的内容。
旨在通过单元教学使学生学会谈论自己和他人喜欢或不喜欢的食物，学会写短文介绍出自己和他人所喜欢或不喜欢的食物，学会列出食物清单。
Section A 学习谈论不同食物并表述喜欢和不喜欢。
1a, 1b, 1c 重点学习表示中西方常见食物名称的词，学会谈论或询问自己和他人喜欢的食物。
2a, 2b, 2c 继续学习谈论自己和他人喜欢和不喜欢的食物，并能表达自己的观点。
重点学习运用一般现在时的疑问句来描述自己对食物的真实态度。
2d 分角色表演对话，继续学习谈论自己和他人喜欢和不喜欢的食物，并能表达自己的观点。
Grammar focus：like的一般现在时，一般疑问句及回答，名词的可数与不可数3a,3b,3c 语法练习Section B 学会介绍自己和他人一日三餐喜欢和不喜欢的食物，学会写作三餐的喜好1a, 1b, 1c.1d,1e 学会区别蔬菜和水果，询问或介绍他人喜欢和不喜欢的食物。
2a,2b,2c 阅读有关辛迪饮食喜好的材料，简单写作3a,3b, 写作三餐喜好Self check 检测本单元所学有关名词可数与不可数，食物，喜好的掌握III. Class types and periods 课型设计与课时分配Period 1 Listening and speaking （Section A：1a, 1b, 1c）Period 2 Listening and speaking （Section A：2a, 2b, 2c，2d）Period 3 grammar focus （Section A：3a, 3b,3c）Period 4 Listening and speaking （SectionＢ：1a, 1b, 1c,1d,1e）Period 5 Reading and writing （SectionＢ：2a,2b,2c）Period 6 writing and Self Check (SectionＢ: 3a,3b, Self Check)IV．Teaching plans for each period分课时教案Period 1 Listening and speaking (I)Target language1. Words & expressionsbanana, hamburger, tomato, orange, ice-cream, salad, strawberry, pear, milk2. Key sentencesDo you like bananas?Yes, I do.No, I don’t.Ability goalsEnable students to listen t o and talk about what they like and don’t like.Learning ability goalsHelp the students learn how to talk about their likes and dislikes.Learning difficult and important pointsHow to listen to and talk about their favorite foods.Teaching procedures and ways教学过程与方式Step I Warming up and lead-inIn this procedure, ask students to do some exercises about different foods and choose which they like or dislike. Learn the names of different foods and how to ask and talk about likes and dislikes. T: Hello, boys and girls. Nice to see you again. This class we’ll first have a free talk about food. Every day we have to eat food and we can find a lot of food around us, for example in the fridge, the supermarket, the KFC and McDonald’s, etc. Now, I’d like you to work in groups of four and try to list as many names of foods as possible.Three minutes later.T: Next, I’d like each group to choose two names of the food from your list and work together to make some cards. On one side of the card, you may draw the picture of the specific food with its Chinese name and on the other side of the card, you should try to write the English name for it, understand? You can use the dictionaries when necessary.Three minutes later, show some of their cards about different foods and ask for the English names. T: Can you tell me the names for the foods in the picture?S: Apple.T: Good. What’s this?S: Noodles.T: Well done. What about these?S: Bread and dumpling.…Help students learn the names of different foods and encourage them to say as many names as possible.T: Do you like apples?S: Yes, I do.T: Do you like bread?S: No, I don’t.T: Excellent. As we know, there are many kinds of food in the world and people in different countries have different main food and their favorites. For example, in China we usually have Chinese food such as rice, noodles, dumplings, tofu, beans, pork, chicken and so on. Some food like hamburgers, salad, potato chips, French chips come from other countries. But nowadays people in different areas can enjoy various foods from all over the world. And we know different people have different tastes. T oday we will learn to talk about people’s likes and dislikes about food.Step II Match work (1a, 1b)In this procedure, students will learn the names of some foods and learn to talk about the foods they know.T: Boys and girls. I can see that you know many English names for foods on the cards. Do you know some of the foods with letters in the picture on page 31? Can you tell the English names for them?S: Yes, e is orange; b is banana; J is pear.T: Very good! Then do you know some of the food with the numbers on the left? Can you find them out in the picture? First, I’d like you to practice reading the words on the left, talk with your partner about the picture and then tell me what you see in it.After three minutes. Hold up the picture and point to the food in the picture on page 31. Askstudents to say their names.Then ask students to match the words and pictures.T: we can see hamburgers in the picture with the letter d. So what about tomatoes?S: g.T: Good. Please write “g” on the line next to the word “tomatoes”, clear?Ask the students to finish the activity and then read the conversations in the picture and then ask students to read and listen to the conversations, and then number them in order. Point out the boxes where the students will write a number for the conversations they hear and play the recording. Then check the answers and finally ask the students to repeat after the recording.T: In the picture, we can see many people. They are talking about their likes and dislikes about foods. Now please work in pairs and read the conversations. Then listen to the three short conversations and finish activity 1b.Step III Pairwork (1c)Ask the students to practice the conversations above in pairs and then make their own conversations using the target language.T: We know in the listening material A and B talk about some food like bananas, salad and oranges. Now, can you think of the names of some other food and practice talking about them in pairs? Move around the classroom to help the students and then ask a pair of students to say the conversation for the classSample dialogue:S1: Do you like pears?S2: Yes, I do.Step IV Homework1. Ask the students to learn some names of food and fruit in this Unit.2. Ask the students to make a conversation about likes and dislikes.Period 2 Listening and speaking (II)Target language1. Words & expressionsBirthday, dinner, week, think a bout, food, sure, how about…? Burger, vegetable, fruit, apple, then2. Key sentences重点句子Do you / they like…?Does he / she like…?.I / They like / don’t like…She / He likes / doesn’t like…Let’s have…Ability goalsEnable students to talk about likes and dislikes.Learning ability goalsHelp students learn how to talk about likes and dislikes.Learning important / difficult pointsHow to talk about likes and dislikes.Teaching procedures and ways教学过程与方式Step I Revision and and Lead-inCheck th e students’ homework and ask them to spell some new words and make a dialogue about their likes and dislikes.T: Li Ping. What’s your favourite food?S: Hamburgers.T: Well, can you spell the word for us?S: H-a-m-b-u-r-g-e-r-s.T: Good. Do you like French fries?S: No, I don’t. But I like ice cream very much.Write “hamburger”, “French fries” and “ice cream” on the blackboard.T: Thank you. Next, I’d like some pairs to practice your conversations in front of the class, any volunteers? I’ll give the be st pair a prize as a reward.Sample conversation 1:S1: Do you like strawberries?S2: Yes, I do.Sample conversation 2:S1: Do you like bananas?S2: No, I don’t but I like tomatoesStep II Listening (2a, 2b)Ask the students to read the words in the box and talk about the pictures first, then listen to the recording and finish activities 2a and 2b.T: We can see many English names for food in the box of activity 2a. Do you know them? Can you understand the meaning of each of them?Invite one student to practice reading and tell the meanings of the words. And then ask students to read after the teacher and finally ask them to practice reading by themselves.T: Next we’ll listen to three conversations. In the conversation, a boy and a girl are talking about their likes and dislikes about food. For the first time, please don’t look at your book. Just listen carefully.Play the tape for the first time. Ask the students to listen to the recording again and try to finish the sentences in the picture.T: We can see some pictures and some sentences in 2b. In the first picture we can see some hamburgers. Do you know the food in picture 2 and 3?Get the students to talk about the last two pictures and choose the names for the food from 2a. Then ask them to listen to the tape again and try to finish the sentences in the pictures.Play the recording again, check the answers. And then ask students to listen again and repeat after the recording.Step III Pair work (2c)Ask students to work in pairs to practice the above conversations and give answers that are true to themselves.T: I know every one of you have some food you like and don’t like. Now I’d like you to writedown the names of food you like and don’t like.Sample list:Like don’t likefish beanscarrots riceapples bananas…. ….Sample dialogue 1:S1 I like tomatoes. Do you like tomatoes?S2: Yes, I do. / No, I don’t.Sample dialogue 2:S1:Let’s have salad.S2: Oh, no.S1: No?S2: I don’t like salad. I like ice crea m.…Then ask some pairs of students to act out their conversations for the class.Step IV Role-playAsk the students to read this part by themselves first, and then , put them into groups of 3, act out the dialogue.Step V Homework1.Ask the students to recite 2d.2.Ask the students to practice talking about the food they like and dislike using different personsand nouns.。
Unit+6+第1课时+精品教案(三下)
Unit 6 How many?
Part A Let’s talk
一、教学目标
1. 能够听、说、认读词汇：kite, beautiful, eleven, twelve
2. 能够在情境中运用句型“How many ... do you see? I see ...”询问物品数量并作答。
3. 能够听懂简短对话，学会抓取关键信息，提高听的能力。
能够运用所学词汇和句型大胆与他人交流，提升口语表达能力和课堂展示能力，收获学习英语的快乐和自信。
4. 培养学生仔细观察事物的能力和认真严谨的态度。
二、教学重难点
重点：
1. 能够听、说、认读词汇：kite, beautiful, eleven, twelve
2. 能够在情境中运用句型“How many ... do you see? I see ...”询问物品数量并作答。
难点：
能够在情境中运用句型“How many ... do you see? I see ...”询问物品数量并作答。
三、教学准备
教学课件，课文录音，课文视频
四、教学过程
五、板书设计
Unit 6 How many?
Part A Let’s talk
Words:
kite, beautiful, eleven, twelve
Key sentences:
—How many ... do you see?
—I see ...。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Let's guess a riddle:
It is very small. It is very expensive. Whenever you go, you can use it to talk with your friends and family. It has numbers from 0-9. It is a famous American brand.
ice cream scoop [sku:p]
hot ice cream scoop 加热的冰激凌勺
2a Listen and number the inventions [1–3] in the order you hear them.
3
2 1
2b Listen again and match the items with their inventors and uses.
This special pen was invented by Liu Jie. It has three colors and is used for …
Problem: quickly taking notes in class ____________________________ New invention: a special pen _______________________ What it is used for:
Who was the car invented by? Benz . It was invented by Carl ________
Guess
Bell Edsion Watt Jobs Carl Benz
light bulb
/bʌlb/
Who was the light bulb invented by? It was invented by ________ Edison .
A: Who was _____ it it_____________ invented by? __________________ B: It was invented by Cai Lun. _____it it_________ A: When was invented ? ______________ B: It was invented in Han Dynasty (汉朝). A: What is it for? ___ itused ________ __________ B: It is used for making papers.
compass['kʌmpəs]
gun powder
Paper making printing
We should be proud of being a Chinese.
paper-making 造纸术
printing 印刷术
compass ['kʌmpəs] 指南针
gunpowder 火 药
Read and complete
Do you know the modern inventions? They have changed our life more.
battery
shoes with lights
shoes with special heels
it can adjustable your heels 可调节后跟的鞋
paper making
Complete the dialogue
A: Look! This looks so interesting! B: Ah, it’s a great invention of China. A: Really? When ______it was _________ invented ? B: I think it ______ _________ was invented in Han Dynasty. (汉朝) A: Who ____ was it _________by? invented B: It ____ was _________ invented by Zhang Heng. used for? A: What _____it _______ is B: Guess! Is ________ A: ____it used for holding water? B: No. It ____ is ________ used for testing earthquake. A: Wow! It’s really amazing!
3a Think of something that you do not like to do. Then think of an invention that could help you. Make notes.
• Problem: quickly _______________________ taking notes in class • New invention: __________________ a special pen
.
1876 Bell
When was the telephone invented? It was invented in 1876. Who was the telephone invented by? It was invented by Bell.
1a Look at the things below. In what order do you think they were invented? Discuss them with your group. Then number them [1–4] (1 = first, 4 = last).
A: I think the TV was invented before the car. B: Well, I think the TV was invented after the car.
1b Listen and match the inventions with the years.
____ d 1876 ____ a 1885 ____ c 1927 ____ b 1976
This special T-shirt was invented by a company in America. It is used for washing easily.It is popular with young men.
To be an inventor
Work in group of four.Try to design your own small invention.You can draw it out and then try to describe it in English.
1a Look at the things below. In what order do you think they were invented? Discuss them with your group. Then number them [1–4] (1 = first, 4 = last).
What is the car used for? driving . It is used for _______
What is the telephone used for? talking with friends It is used for _____________________ .
• What it is used for: ______________
3b Imagine you are a business person. Write a description of your new invention. Try to sell the invention to the class.
This pair of special slipper was invented by a lazy husband. It is used for cleaning the floor. It can clean the floor wherever you go.
This small air fan was invented by Tom. It is used for cooling the hot food. It runs electricity.
Invention
shoes with special heels shoes with lights
What is it/are they used for? _________ the style of changing the shoes in the dark seeing _____________
hot ice-cream scoop ________ serving really cold icecream
2c Make conversations using the information in 2b. A: What are they used for? B: They’re used for seeing in the dark.
Guess
plane
Who was the plane invented by? It was invented by Wright ____________ Brothers.
Байду номын сангаас
Bell Edsion Jobs Wright Brothers
computer 1976
What is the computer used for? the Internet. It is used for surfing ________________