仁爱版英语教学案例九上Unit4 Topic2


Unit 4
Topic 2 Section A
The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: come true, toothbrush, steel, ink, recorder 2. Learn the past simple passive voice: (1)— What’s it used for? — It’s used for writing on. (2)— When was it developed? — Around 2005. (3) It was developed in the Beijing Ren’ai Education Institute. 3. Talk about new technology and inventions. Ⅱ. Teaching aids 教具 录音机/磁带/钢尺/牙刷/纸片/印有红酒、墨水、数码照相机和电梯的图片/墨水 Ⅲ. Five-finger Teaching plan 五指教学方案 Step 1 Review 第一步 复习 复习(时间:12 分钟) 1. (教师挑选一名穿着颜色鲜艳,较新的衣服的女生站到讲台前。复习被动语态的一般现在 时的用法和结构,为导入新课做准备。) T: She is a very beautiful girl, do you think so? Ss: Yes. T: Do you like her coat? Ss: Yes, we do. T: Now, let me touch it. What’s it made of ? S: Is it made of cotton? T: Yes, it’s made of cotton. Now, boys and girls. Can you guess where it is made. You can guess like this “Is it made in Shanghai / Beijing / Guangdong ?” (学生用一般疑问句形式针对 be made in 进行提问。) be made of be made in 2. (出示钢尺和墨水,导入生词和目标语言。以教师提问,学生回答的方式,在学生之间互 相问答。) (1)T: What’s this in English? Ss: It’s a ruler. T: What’s it made of? Ss: It’s made of steel. (2)T: How do you say this in English?

Ss: It’s a piece of paper. T: What’s it made from? Ss: It’s made from wood. (3)T: What’s this? Ss: 墨水. T: It’s ink in English. What’s it made from? Ss: It’s made from carbon.(教师可帮助学生回答。) (教师释义并领读生词 steel,ink。) (4)(由学生问答。) S1: And this? S2: It’s a toothbrush. S1: What’s it made of? S2: It’s made of plastic. (教师引导学生总结 be made of 与 be made from 的区别:be made of 表示原材料未经化 学变化,be made from 表示原材料经过化学变化,已看不出原材料。以下是板书练习的 中心内容。) ruler paper toothbrush is made of is made from is made of steel wood plastic

3. (出示图片:电梯、红酒和墨水,导入本课语法:被动语态的过去式。先是老师问,学生 答,然后由学生互相问答。注:图片背面标注产地和生产日期。) (1)(师生问答。) T: Look! I have a picture. There’s lift in the picture. When was it made? You can guess. Ss: Was it made in ten years ago? T: No, it wasn’t. It was made in 2005. Now talk about the rest of the pictures with your partner, please. (2)(学生问答。) ①T: Group1 talk about the red wine. S3: What was the red wine made from? S4: It is made from grapes. S3: Where was it made? S4: It was made in France. S3: When was it made? S4: It was made in 1940. ②T: Group 2 talk about the ink. S5: What is the ink made from? S6: It is made from carbon. S5: Where was it made? S6: It was made in Shanghai. S5: When was it made? S6: It was made in 2004. (3)(总结学生对话内容,板书,为 Section A 中 1a 的学习提供语言基础。)

lift wine ink

is made in is made of is made from

China grapes carbon

Step 2 Presentation 第二步 呈现 呈现(时间:7 分钟) 1. (教师提出问题,让学生带着问题听 1a,然后让学生回答问题。) T: Listen to the tape carefully and find out the answers to the questions: (1) Why is Jane unhappy? (2) What is the model rocket made of? Answers: (1)Jane is unhappy because she is not allowed to play computer games. (2)The model rocket is made of wood. 2. (让学生读 1a,找出重难点句。) I wish I could go into space some day. (教师讲解此句为虚拟语气,在此只作了解,不作掌握要求。) Step 3 Consolidation 第三步 巩固 巩固(时间:8 分钟) 1. (让学生打开课本,再听 1a 录音,学生跟读,感受纯正的语音语调。) 2. (让学生找出对话中的关键词,教师板书。然后让学生根据关键词两人对话复述 1a。) T: Boys and girls. Let’s find out the key words together, OK? 板书 Jane→unhappy / not allowed / be bad for Kangkang→a model rocket / be made of wood be used for / ShenzhouⅥ / wish Step 4 Practice 第四步 练习 练习(时间:13 分钟) 1. (引导学生进入 2a 的学习,教师播放 2a 录音并提出以下问题。) T: Today, we will learn a new kind of machine. Listen to the tape carefully and find out the answers to the questions: (1) What’s the new machine used for? (2) When was it developed? The students’ answers may be like these: (1)It’s used for helping us to improve our English. (2)It was developed around 2005. 2. (让学生读 2a 找出重难点,教师帮助讲解。) 3. (让学生阅读对话 2a,找出关键词,为下一步活动做准备。) (板书) learn English, English Learning Machine help us to improve our English, around 2005 Beijing Ren’ai Education Institute 4. (学生利用黑板上的关键词来表演 2a 中康康和王俊峰的对话。 完成对话表演后教师给予鼓 励。) T: Good job. You all got the answers to the questions. Can you practice the dialog without looking at your books? Here are the key words on the blackboard.

5. (指导学生复述 2a 对话,巩固 was made of / in 过去式被动语态的句型。) T: Who would like to retell 2a? S2, please? S2: Kangkang is learning English with an English Learning Machine. It’s very nice. It’s used for helping us to improve our English. It was developed around 2005. It was developed by the Beijing Ren’ai Education Institute. It’s very useful for learning English. T: Very good! 6. (用生活中的实物牙刷、钢尺、墨水、录音机、纸等做教具,操练本课句型,先教师示范, 再学生之间做对话。完成 1b。) T: How do you say it in English?(举起牙刷) Ss: We don’t know. T: OK, We call it toothbrush. What’s it made of? Ss: It’s made of plastic. T: What’s it used for? Ss: It’s used for brushing teeth. T: Where was it made? Do you know? Ss: Was it made in Hunan? T: No, It was made in Zhejiang. Do you understand how to make similar dialogs? Ss: Yes. T: OK, let’s begin. 7. (指导学生完成 2b. 老师先示范,用图片引出生词,教师释义并领读生词。师生互动,提 高口语表达能力。) Example: T: How do you say it in English? Ss: Digital camera. T: When was it made? Ss: It was made in 1975. T: Where was it made? Ss: It was made in America. T: What’s it used for? Ss: It’s used for taking photos. T: Do you understand? Do the dialog with your partner. Let’s begin. Step 5 Project 第五步 综合探究活动 综合探究活动(时间:5 分钟) 1. (收集各种发明,如传真机、汽车、火车等等,学生可以在谈论自己感兴趣的发明中不断 的使用 was made in / be made of / be used for 这些目标语言。) 2. Homework: T: Please write down the dialogs about the invention in your exercise books and write a short passage about your favourite invention in the world today. 板书设计: When was it developed? Section A come true — When was it made? be made of — It was made … be made from — What was it used for?

be made in

— It was used for …

Section B
The main activities are 1a and 3a. 本课重点活动是 1a 和 3a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words: clone, experiment, direct 2. Go on learning the past simple passive voice: (1) When was it invented? (2) It was invented in 1879. 3. Learn some information about“clone”. Ⅱ. Teaching aids 教具 录音机/多媒体课件或教学挂图 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习 复习(时间:13 分钟) 1. (做一个链式游戏,以小组为单位,就课本昨天学过的计算机,MP3,英语学习机,手 机, 数码相机或学习用具等进行对话, be made of / be made in / be made from / be used for 用 的句型进行操练。以一小组的第一个同学回过头去问下一位同学,依次接着往下问。) T: Boys and girls. Let’s play a game. Ask questions one by one. S1: How do you say it in English?(钢笔) S2: A pen. S1: What’s it made of? S2: It’s made of steel and plastic. S1: When was it made? S2: It was made in 2006. S1: What’s it used for? S2: It’s used for writing. T: Do you understand? Ss: Yes. T: OK. Let’s begin. 2. (出示教学挂图,导出新课。) T: You did very well. There are many important technologies and inventions in the world today. Look at here. (展出灯泡图形。)It’s a light bulb. (学生跟读 light bulb。) What do you know about it? Ss: Yes, a little. T: OK, Who invented it? Ss: Thomas Edison. T: When was the light bulb invented? Do you know? Ss: No. T: It was invented in 1879. And this picture (出示 radio 的图片。) Who invented the radio? Do you know? Ss: We don’t know. T: It was invented by Guglielmo Marconi.

(展示图片的发明者的名字和年份。) T: And when was it invented? Ss: It was invented in 1895. T: Very good. And look at this picture.(展示一个飞机的图片。)Who invented it?(同时展出图 后的发明者和年份。) Ss: It was invented by Wilbur and Orville Wright. T: And when was it invented? Ss: It was invented in 1903. 3. T: We have talked about so many inventions, but have you ever heard of clone? (教师释义并领读 clone。) Ss: Yes, of course. T: That’s very good. So what’s the name of the first cloned sheep? Ss: Dolly. T: When and where was it created? (教师释义并领读 creat。) Ss: It was created in Scotland a few years ago. T: What is used in cloning? Ss: DNA. T: What other things has man cloned? Ss: Rabbits, cows, mice, pigs and some other animals. Step 2 Presentation 第二步 呈现 呈现(时间:10 分钟) 1. (播放 1a 录音,让学生回答以下问题。然后核对答案。) T: Listen to the tape, then answer the following questions. (1)Who invented the light bulb? (2)When was the light bulb invented? (3)When was the radio invented? (再播放一遍,学生跟读,让学生填好黑板上表格。完成 1b。) Invention Light bulb Guglielmo Marconi 1903 (由两个学生到黑板上把表格填好,教师核对答案。) 2. (指导学生阅读 3a, 教师板书文中的关键词和短语,为学生复述短文做准备。) T: We have learned a lot of inventions. Now we are going to learn something new about a great invention — clone. Please read 3a carefully. And finish 3b. You should finish it in 5 minutes. (板书) the cloned sheep, Scotland, a great experiment, rabbits, sheep, cows, mice, pigs, and some other animals, DNA, living things, human beings, every part of your body, fingernails, hair, own (学生阅读后,检查答案,mark (T) or (F)。完成 3b。) (1) The cloned sheep, Dolly, was cloned in Canada. F (2) Scientists have cloned pigs. T (3)Every part of our body has different DNA. F Inventor Year

(4)There is DNA in all living things. F 3. (让学生听 3a 并跟读,画出生词和重点词组,教师板书。) T: Please listen to 3a. and read after it. Find out the new words and important phrases. (板书) clone, create, experiment, so far, the same as …, be similar to (学生听完录音后,与教师板书的内容对照,并朗读课文 3a,教师讲解本课重要词组。) Step 3 Consolidation 第三步 巩固 巩固(时间:10 分钟) 1. (引导学生看黑板上表格中的信息,讲述三项发明的情况,巩固 1a。鼓励学生使用本课的 目标语言:一般过去时的被动语态。) T: Now, look at the chart on the blackboard and try to say something about the inventions we learned just now. S1: The light bulb was invented by Thomas Edison in 1879. S2: The radio was invented by Guglielmo Marconi in 1895. S3: The airplane was invented by Wilbur and Orville Wright. It was invented in 1903. T: Well done! Now suppose you are Jane and Michael. You’re visiting the Science Museum. Talk about the three inventions as we learned just now. Then act it out. Get ready for it for 3 minutes, OK? (让学生自编自演对话。) 2. (指导学生看黑板上另一板块,3a 中的关键词,用这些关键词来复述 3a,让学生用 3 分 钟时间做准备,然后用接龙的方式进行复述。教师利用黑板上的中心词进行提醒。) T: Just now, we’re learned something about cloning, look at the words on the blackboard. Can you say something about“clone”? S3: Dolly, a cloned sheep? S4: Yeah. It’s well-known. S5: Cloning is known as a great experiment all over the world. S6: Good! S7: She was created in Scotland a few years ago. S8: So far, man has cloned rabbits, sheep, cows, mice, pigs and some other animals. T: Excellent! Now, repeat what you said just now one by one, and you get the whole paragraph. (让刚才抢答问题的学生重复一遍自己所说的那句话,教师不再提示关键词,让学生按同 样的方式继续进行接龙, 为激发学生的兴趣, 可分组竞赛, 看哪组复述的句子又快, 又多, 又准确。) (精心组织学生复述课文,同时反复提示本课目标语言:be created, be used。在黑板上记录 每组的竞赛结果,对胜者进行掌声鼓励。) Group 1 √√√√√ Group 2 √√√√√ T: We have got the idea of clone. Do you think it’s terrible to see “another you”? Ss: … Step 4 Practice 第四步 练习 练习(时间:7 分钟) 1. T: Boys and girls, do you want to know more inventions? Let’s listen to the tape carefully and fill in 2 on page 87. (播放 2 录音,然后检查部分学生答案,如发现有困难,可再播放一遍录音,提高学生们 的听力水平,然后就听力内容提问。)

T: Who was the car invented by? Ss: Karl Benz. T: When was it invented? Ss: In … T: What about the telephone? Ss: It was invented by Alexander Graham Bell in … T: What did John Baird invent? Ss: He invented the television … T: When did he invent it? Ss: He invented it in … (让学生分成三组分别讨论这三项发明,并用自己的话复述 2 中的部分内容。) T: Now, please talk about the inventions in your own words. Group 1, please tell us something about the car. G1: The car … T: Now, Group 2, would you like to talk about the telephone or the television? G2: We’d like to talk about … T: Group 3. It’s your turn to talk about ... 2. (用多媒体展示一些图片,并要求学生用过去时的被动语态造句。巩固本课的语言点。完 成 4。) T: Make up sentences according to the example and practice more. For example: (展示 computer 图片) Computers were invented in America. (展示神Ⅵ发射图。) Ss: ShenzhouⅥ was sent up into space in China in 2005. (展示张艺谋导演的大片。) Ss: The film was directed by ZhangYimou in 2006. (展示 radio 图片。) Ss:It was invented in 1895. …. Step 5 Project 第五步 综合探究活动 综合探究活动(时间:5 分钟) 1. (讨论康康的设计让学生自己设计一个发明) T: Please design your own invention after discussion. 2. Homework: Please write a short passage. You can choose a new technology or a great invention. Say something about a useful invention around you, or something you want to invent in the future. You’d better tell us what you think of it. (家庭作业:写一篇短文,说说某一项新技术,大发明或说说你身边的某一项很实用的发 明,甚至可以谈论你自己的发明设想。最好说出你的想法。) 板书设计: When was it developed? Section B — When was it invented? — It was invented in 1879. Cloning is a famous experiment throughout the world.

Section C
The main activity is 1a. 本课重点活动是 1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: servant, for certain, act, housework 2. Discuss the advantages and disadvantages of robots. Ⅱ. Teaching aids 教具 单词卡片/写有单词释义的卡片/多媒体课件/一些机器人的图片(或教学挂图)/幻灯片 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习 复习(时间:13 分钟) 1. (出示幻灯片,同学们根据幻灯片的图表,用过去时的被动语态句式做对话练习。) Invention Car Radio Light bulb Inventor Karl Benz Gugliemo Marconi Thomas Edison Year 1885 1895 1879

T: Boys and girls, we have learned many inventions during the last period. Look at the table and make a dialog like this: A: When was the car invented? B: It was invented in 1885. A: Who was the car invented by? B: It was invented by Karl Benz. T: OK! I’ll ask two students to ask and answer about the radio. S1: When was the radio invented? S2: It was invented in 1895. S1: Who was the radio invented by? S2: It was invented by Gugliemo Marconi. (再找两组同学做类似对话。) 2. (师生互动,导入新课。) T: We have learned many inventions such as computers, digital camera, TV set, light bulb and so on. Which invention do you like best? Can you tell me? S3: Computers. S4: Cars. S 5: … T: Why do you like computers best, S1? S3: Because I can learn a lot on the computers. Playing computer games is very exciting. T: Which invention would you like to own? S6: I’d like to own an English Learning Machine. It can help me learn English well. T: Very good. Anyone else? S7: I’d like to own a car. It’s very convenient. S8: Which invention would you like to own, Mr. / Miss …?

T: I feel very tired after work and I don’t feel like doing any housework at that time. So I’d like to own a robot. Do you know robots? (教师释义并领读 robot, housework。) Ss: Yes. But why? T: I’d like a robot to help me do a lot of housework. It can cook for me. It can clean the house for me. In cold winter, it can wash clothes for me. Ha! It’s just like a servant. It’s dangerous for me to clean the outside of the windows. OK, let the robot do it. (学生跟读生词 servant。) Ss: That’s very interesting. T: Yes, study hard, maybe you can invent something useful one day. 3. (多媒体展示机器人,教师介绍导出本课的重点句型。) T: Look! This is a robot. I want it as my servant. Will it be friendly or unfriendly? No one knows for certain. So far, robots haven’t caused any problems for humans. (板书并解释) knows for certain Robots haven’t caused many problems for humans. T: They work for us like servants all the time and help us do dangerous and difficult work. (板书) They help us do dangerous and difficult work. T: With the development of our technology, maybe robots will think and act for themselves. They will no longer want to be our servants, but our masters. Do you think it is very dangerous? Maybe there will be a war between robots and human beings. Step 2 Presentation 第二步 呈现 呈现(时间:10 分钟) 1. T: Boys and girls. We’ve learned something about robots. And today we’ll learn a passage about robots. First listen to the tape carefully and find out the key words and expressions. I repeat for you. future, certain, friendly, cause, servants, help, development, perhaps, however, warn, no longer, if, lucky, treat, war (播放录音, 随机重复这些关键词,让学生在文中画出这些词。) 2. (让学生阅读 1a, 分小组讨论话题。) T: Read the passage by yourselves and discuss the following questions in pairs. (1)Do you think that robots will be a part of our lives in the future? (2)Robots are our servants, aren’t they? (3)Do you think robots can think or act for themselves? (4)Do you know why the title needs a question mark? (为集中学生注意力,节约有限的课堂时间,让小组有选择性地讨论其中的一个话题。 给学生五分钟时间阅读短文和准备讨论的话题。) T: Group 1, what’s your topic? G1: Question 1. T: Do you think that robots will be a part of our lives in the future? G1: Yes, we think so. They can help us do some dangerous and hard work. They work fast and they are never tired. T: Group 2. What did you talk about?

G2: We talked about Question 3. We don’t think robots can think or act for themselves. Human beings created robots. So they can control them. Robots can work for human beings, and they don’t complain. They can’t think for themselves. T: Maybe. Now it’s your turn, Group 3. What’s your opinion? G3: We don’t think robots are meant to be our servants. They are important. They can do a lot of work for us. But we mustn’t treat them as our servants. They should be our friends. We can talk with them. T: Yes, I agree with you. And what do you think of the title. Group 4? Why does the title need a question mark? G4: Because the writer is not sure whether robots will be our servants in the future. (or the writer doesn’t think that robots will be our servants. ) 3. (学生大声朗读 1a,培养阅读能力。) T: Read the passage aloud. Pay attention to the key words. Step 3 Consolidation 第三步 巩固 巩固(时间:8 分钟) T: Read the words you underlined just now. Make sure what they mean. Now, Let’s have a competition among the groups. Let’s make sentences with these words. Don’t look at your books and make some sentences about robots. You can use the same sentences as the passage if you remember. (让学生用教师提示的关键词进行造句竞赛,为活跃课堂气氛,可以将班级分为三大组,并 把竞赛结果记录在黑板上,最后必须进行总结和鼓励,充分调动全体学生的积极性。) T: Future. S: What will our future be like? T: Certain. S: No one knows for certain. T: Friendly. S: Will robots be friendly or unfriendly? (完成一段后,再让刚才发言的同学在没有老师提示关键词的情况下,快速说出自己的 那个句子,将一段完整的短文复述完毕。教师总结这一小段的竞赛情况并板书。) T: I think Group 1 and Group 2 are very active, Group 3, you need to work hard. I’m sure you’ll do better next. Group 1 Group 2 Group 3

T: Please read 1a again and discuss the questions in 1c. And finish 1c. Step 4 Practice 第四步 练习 练习(时间:8 分钟) 1. (出示自制单词卡片和写有单词释义的卡片,做找朋友的游戏。A 组同学持有单词卡,B 组同学持有单词释义的卡片,让 A 组同学说出自己的单词,B 组同学拿出单词释义卡找 朋友。完成 1b。)

B组 To make something happen or appear. A person who works in another person’ s house and does housework for the family. servant To tell somebody that something bad or dangerous may happen so that they can prevent it. certain Sure and confident, without any doubts. 2. (播放 2 录音,让学生完成 2。) T: Let’s listen to the tape, finish 2 by yourself. We’ll listen to the passage twice. (听完后,核对答案。) 答案: 1. more than 2. invention 3. health 4. examine 5. used 6. should (为了使学生加深对所听内容的理解,提两个问题。) T: What are x-rays used for? Ss: They are used for examining patients’ bodies. T: Why should it be used properly? Ss: Because it has some bad effects on our health. Step 5 Project 第五步 综合探究活动 综合探究活动(时间:6 分钟) (根据 3 中的问题,让学生设计一个机器人。) T: Design a robot as you like and think about these questions: 1. What does it look like? 2. What’s its name? 3. What can it do for us? 4. Can it think for itself? 5. What are its advantages and disadvantages? (学生准备好以后,可以抽取其中三个准备较好的学生进行表演,要求他们谈论自己的 设计。) T: Who would like to show your design? (也可用相互提问的方式扩大练习范围,让全体学生都有机会参与探究活动,利用所学的语 言和信息进行交流。) 板书设计: When was it developed? Section C for certain make a contribution to Robots will think and act for themselves. It is used for discovering illness.

A组 warn cause

Section D
The main activities are 1a and 4. 本课重点活动是 1a 和 4。 Ⅰ. Teaching aims and demands 教学目标 1. Learn useful expressions: as long as, in short 2. Sum up the simple past passive voice. 3. Talk about new technology and inventions. Ⅱ. Teaching aids 教具 讲解 GPS 的有声多媒体课件(没条件的就用小黑板事先写好。 )/标有发明物的卡片/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习 复习(时间:13 分钟) 1. (师生互动,带学生一起复习归纳本话题的语法及语言点。激发学生的兴趣,培养学生的 口语表达能力。) T: How are you, boys and girls? Ss: Fine, thank you. And you? T: I’m very well. This week we have learned something about the new technology and inventions in the world. Do you remember them all? Ss: Yes, we learned the light bulb, the car, the airplane … T: Very clever. But who can tell me when the light bulb was invented? And who invented it? S1: It was invented in 1879. S2: I’m not sure, but it was invented by Thomas Edison. T: Do you remember the English Learning Machine? Ss: Yes. T: When was it developed? Ss: Around 2005. T: Where was it developed? Ss: I’m not sure, maybe it was developed in the Beijing Ren’ai Education Institute. T: OK, very good. (板书) When was it developed? Around 2005. Where was it developed? It was developed … T: (出示小汽车的卡片) When was the car invented? S1: It was invented in 1904. T: Where was it invented? S2: It was invented in Germany. T: (出示 MP3 的图片) Ss: The MP3 was invented in 1998. It was made in Korea. T:… (教师用这种方式对本话题所学过的所有发明物进行复习,最后归纳,导出今天要学 的内容。)

T: You did very well. Today we are going to talk about another new invention — GPS. Do you know what it is? 2. (播放多媒体,让学生了解 GPS 的意义,展示 GPS 的背景知识,以及蓝牙短距离无线通讯 功能,导入新课。) T: Look at the screen. GPS is short for the Global Positioning System. (板书) GPS the Global Positioning System GPS is like man-made “stars”, we can use it at any time, in any place and in any weather to find out our position. It can also be used to study the shape of the earth. (板书) the shape of the earth GPS is an invention that helps us explore our planet. (板书) explore — explorer But the early explorers used the stars to know where they were and in which direction they were going. This method worked well at night as long as the weather was good. (板书并解释) as long as 3. (教师引导学生进入 2 的学习,了解 Bluetooth。完成 2。) T: With the development of our technology. There is another new invention called Bluetooth appearing. It is a short distance wireless communication technology. It allows wireless connection between Bluetooth devices. (教师释义并领读 connection。) T: That’s very magical. Do you think so? Ss: Yes. T: Do you know any more Bluetooth devices? Who knows? S 1: … Step 2 Presentation 第二步 呈现 呈现(时间:10 分钟) 1. (让学生打开课本,播放 1a 录音。让学生感受纯正的语音语调。) 2. (让学生读 1a,在文中画出关键词,教师板书。) T: Boys and girls, just now I talked something about GPS. Now let’s listen to the tape to learn a passage about GPS. Please read after it. And underline the key words. (板书) question, explorers, landmarks, find out, direction, as long as, problem, like, use, shape 3. (让学生阅读 1a,然后讨论下列问题,四人一组。完成 1b。) Questions: 1. What would you do if you lost your way in a forest? 2. How did the early explorers know where they were? 3. What is GPS? Is it useful to us? 4. What do you think GPS will be used for in the future? (学生讨论完后,小组长要整理好答案汇报。教师抽查部分小组的答案,再归纳总结。) Answers: 1. I would watch the stars or use GPS.

2. They used the stars to know where they were. 3. GPS is a Global Positioning System. It’s useful to us. 4. It can be used to study the shape of the earth. Step 3 Consolidation 第三步 巩固 巩固(时间:8 分钟) (根据板书的关键词来复述 1a,分男、女两组竞赛方式,激发学生的兴趣,熟悉所学的 知识。) T: T: T: Boys and girls, let’s begin our competition.“question” “explorers” “find out” going. T: “as long as” seen. T: T: T: T: T: “problem” But it didn’t work so well during the rest of the time. This was a problem. “like” “use” “shape” OK, you did very well. Boys and girls are both excellent. Girls: Boys: This method worked well at night as long as the weather was good and the stars could be Girls: That was a big question when we first explored our world long ago. Boys: The early explorers found that the stars in the sky were good landmarks. Girls: Using the stars, they could find out where they were and in which direction they were

Boys: GPS is like man-made“stars”. Girls: We can use it at any time, in any place and in any weather to find out our position. Boys: GPS can also be used to study the shape of the earth. Step 4 Practice 第四步 练习 练习(时间:10 分钟) 1. (学生整理本话题的语言点、重点句型并放入到自己的“百宝箱”里。培养学生自主学习, 动脑归纳的能力。) (语言点及重点句型) 1. be made of / from / in / by 2. be used for doing something 3. come true 4. It is said that … 5. DNA is the same in every part of your body. 6. be similar to 7. No one knows for certain. 8. They will no longer want to be our servants, but our masters. 9. as long as 10. In short, this robot is very useful to us. (学生做完后,教师进行抽查并指导。) 2. (让学生听 3a 录音,并跟读。复习本话题语法。) 3. (让学生听 3b 录音,并跟读,然后听写 3b。) Step 5 Project 第五步 综合探究活动 综合探究活动(时间:4 分钟)

1. (设制一个机器人。并让学生写一篇有关自己设制的机器人的文章。学生可参照以下问题。 完成 4。) 1. What does it look like? 2. What’s its name? 3. What can it do for us? 4. Can it think for itself? 5. What are its advantages and disadvantages? 2. Homework: Think it over and design your own invention. Make a card like the card below. Name: Inventor: Time: Use: 板书设计: When was it developed? Section D GPS the Global Positioning System This method worked well at night as long as the weather was good. It can be used to study the shape of the earth.


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