Unit 6 When was it invented? Language Goal 【语言目标】 Talk about the history of inventions Knowledge Goals 【知识目标】 Key Words style，project，pleasure，daily，website，pioneer，list，mention，ruler，boil，remain，smell，national，trade，doubt，fridge，low，somebody，translate，lock，ring，earthquake，sudden，bell，biscuit，cookie，musical，instrument，sour，customer，Canadian，divide，basket，hero，nearly Key Phrases have a point，by accident，take place，without doubt，all of a sudden，divide…into，not only…but also…，look up to，the Olympics，by mistake Key Sentences 1.—When was the telephone invented? —I think it was invented in 1876. 2．—I think the TV was invented before the car. —Well，I think the TV was invented after the car. 3．—Who was it invented by? —It was invented by Whitcomb Judson. 4．—What is the hot ice－cream scoop used for? —It's used for serving really cold ice－cream. 5．The telephone was invented by Alexander Graham Bell in 1876. Key Grammar Learn to use passive voice in past tense to talk about inventions.Learn the special questions and answers. Ability Goals 【能力目标】 1.Develop listening，speaking，reading and writing skills by using the target languages. 2．Learn to talk about the history of inventions and ask when，who and what questions about the famous inventions and answer them. Moral Goals 【情感目标】 1.With the help of this unit's study，students can learn about the important inventions and how they have changed the world and the life of human beings. 2．Learn from the inventors and work hard at our lessons. Teaching Time 【课时】 Five periods Period 1 Section A(1a－2d) Period 2 Section A(3a－4c) Period 3 Section B(1a－1e) Period 4 Section B(2a－2e) Period 5 Section B(3a－3b) & Self Check 本单元围绕“发明”这一话题，学习了解一些重要发明的历史，教学一般过去时的被动语态。Section A介绍了我们日常生活中的一些常见物品的发明历史，如电视、电话、拉链、茶叶等。内容上包括谈论它们的发明时间、被什么人发明、它们的作用和发展等；从语言结构上，学习被动语态的过去时，单元主题图由四副小图组成，呈现的是现代生活中的常见用品：电视、电话、电脑和小汽车。从运用I think it was invented before/after…讨论图片中物品发明的先后顺序开始，到听说训练本单元的重点语言结构：When was it invented？It was invented in…，Who was it invented by？It was invented by…，What was/is it used for？It was/is used for…不断深入学习，再进入阅读训练，训练学生的阅读技巧，学习拓展词汇和语言结构。Section A的重点是培养学生运用被动语态的意识，掌握更多的动词过去分词形式。Section B依然围绕发明创造这个话题，要求学生继续学习巩固相关的内容和语言知识。在语言技能方面，对听说读写的专项训练和综合训练在本部分里都有体现。在语言策略上，提出让学生学习使用思维导图，以加深对文章的理解和对知识的记忆。在听力训练过程中，需要学生运用反义词、信息综合判断等，训练捕捉信息、处理信息的能力。在阅读训练中，需要学生学习和掌握如何利用思维导图帮助理清、记忆阅读语篇中的相关信息，把获取的信息转换成图形来帮助记忆。积极运用阅读策略有助于学生更好地掌握文章要点和细节等信息，降低语篇的 ... ...
