Stage (time period) |
Interaction Patterns |
Teacher activity |
Student activity |
Remarks |
1 |
Getting students ready for learning (2mins) |
Individual work |
Let the Ss speak out the inventions they collected. T: Let’s check the inventions you have collected. Who will be the first one? |
Speak out the inventions they collected. S1: computer S2: Internet S3: X-ray S4: car S5: robot S6:… |
老师把学生列举的发明一一板书出来备用。 |
2 |
Lead-in (10mins) |
Class activity Group work |
Step1: Present real objects or pictures to learn the new words: balloon, crayon, gun, robot, keyboard T: Do you know what it is? T: It’s a balloon. It was invented by Neil Tillson. T: How about this? T: Right. It’s a crayon. Step2: Let the Ss discuss the inventions they collected and the inventions in 2. Choose the top 3 most important and the top 3 least important inventions. Finish 2. T: You have named so many inventions. Now, work in groups. Discuss the inventions listed on the Bb and in 2. Choose the top 3 most important and the top 3 least important inventions. You should explain why you choose them. When you finish, put up your hand. T: Which group is ready to report? T: You have very great ideas. Other groups? |
Learn the new words. Ss: It’s… Ss: It’s a crayon. Discuss the inventions they collected and the inventions in 2. Choose the top 3 most important and the top 3 least important inventions. Finish 2. S1: We think computer, Internet and X-ray machine are the top 3 most important inventions. Because they have changed our life so much. They make our life easier and more interesting. And we think guns, televisions and cars are the top 3 least important inventions. Because guns make many people lose their lives, televisions make people spend less time reading and cars make the environment worse. S2: We think … |
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3 |
Pre-reading (6mins) |
Group work |
Let the Ss discuss the pre-reading questions in 1a. T: Now, let’s move to the pre-reading questions in 1a. Discuss Question 1 and Question 3. Then report to your class. When you finish, raise your hand. T: Group 1, can we share your opinions? T: I hope his dream will come true. Another group, please! T: Yes. Inventions are not always impossible.Everyone can be an inventor as long as you have new ideas and try to carry them out. |
Discuss the pre-reading questions in 1a. S1: We think invention is to make something new. I don’t think I can be an inventor, because I am not smart enough. But xxx says he wants to be an inventor, because he likes creating new things. S2: We think inventions are useful and helpful to our life. They can help us do things better and faster. I often watch “I Love Inventions” on TV. We think inventions are not always impossible, though there are many difficulties. S3:… |
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4 |
While-reading (12mins) |
Individual work Individual work |
Step1: Let the Ss read 1a and try to summarize the main idea of each step in the process of inventing things to finish 1b. T: Do you want to be an inventor? If you do, 1a can help you. Read 1a, please. Underline the new words and do 1b while reading. T: Now, let’s check the answers. xxx, please! T: Which one is right? Step 2: Read 1a again and do 1c. Check the answers and finish 1c. T: Read 1a again and do 1c. When you finish, put up your hand. T: Now, let’s check the answers. Come on, boys and girls! |
Read 1a and try to summarize the main idea of each step in the process of inventing things to finish 1b. S1: D-A-E-B-C S2: D-E-A-C-B Ss: S2. Read 1a again and do 1c. Check the answers and finish 1c. S1: Imagination. S2: Important. S3: Detailed. S4: Test. S5:.. |
老师在这个环节要培养学生根据各段的内容概括段落大意的能力。 |
5 |
Post-reading (10mins) |
Class activity Group work |
Step 1: Present“invent(v)+tion = invention(n), think (v)---thought (n), brain + storm = brainstorm (n/v), detail (n)+ed=detailed (adj), re+design=redesign, imagine(n) +tion= imagination (n)”on a small Bb or on the screen. Let the Ss learn the words by word formation and guess the meaning of “silly, evaluate” by context. Step 2: Let the Ss read 1a and discuss the difficult and key points. T: Now, work in groups. Discuss the difficult and key points. T: Do you have any questions, Group 1? T: It means that people invented one thing while they were doing some other things. They invented the new thing by accident, not on purpose. T: … T: How about the key points? |
Learn the words by word formation. Read 1a and discuss the difficult and key points. S1: How do we understand “Sometimes inventions are the result of accidents”? S2: Can we use were instead of was in the sentence None of these things was planted in fields? S3: S4: Come about, this is the time to do sth. S5: Laugh at sb., hare…with … S6: … |
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6 |
Summarizing and assigning homework (5mins) |
Class activity |
Step1: Let the Ss repeat the passage with the help of the key words: first, imagination, then, plan, design, third, detailed, drawing, model, test, after that, name, last, share. T: Now, close your book, please! Let’s retell together how to be an inventor. One, Two, Three, go! T: Remember these steps. When you are inventing some things, follow them. Step 2: HMK T: We have learned how to be an inventor. Now, it’s your turn to create your own inventions. Look at the questions and tips in 3. They may help you introduce your inventions. |
Retell how to be an inventor with the help of the key words. Ss: First, you should use your imagination. Then, you should plan and design it. Third, you should make a detailed drawing of your invention and make a model. You must test your invention again and again. After that, you should name your invention. Last, you should share your invention with others. |
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