5. Studying Ways

Get the students to be interested in the history of the inventions and to try out their own ideas on inventing something.

4. Teaching Difficult Points

To train the students’ listening, speaking, reading and writing skills with the target language.

To train the students to use the new adjectives.

3. Teaching Key Points

To help the students to grasp the target language and the new adjectives.

To let the students know something about the history of the inventions.

2. Teaching Aims and Demands

(1) Knowledge Objects

In this unit, students learn to talk about the history of the inventions with the Passive Voice. They will also learn some new adjectives.

(2) Ability Objects

To train the students to use the adjectives, and to train the students’ listening, speaking and writing skills using the target language.

(3) Moral Object

Keep trying out your new ideas and maybe some new inventions will be invented by you.

1. Status and Function

In this unit, students, learn to talk about the history of inventions, using the Passive Voice. And they will know much about the history of ,several inventions. Also they will be asked to think of their own inventions.

The children will understand that they should always try out their new ideas. All the students will be interested in the stories of the inventions of the potato chips,

the flying disk and some other things. And they will make great progress in English after learning this unit.

(1) The first period of this unit mainly introduces some new vocabulary to the students. Most new vocabulary are very useful or, helping the children talk about, the history of inventions. Also the first period gives the children lots of practice in writing, listening and. speaking with the target language.

(2) The activities in the second period provide the students much more listening practice and oral practice, using the target language. Also the students will get chances to practice the new vocabulary by listening and speaking. All these will help improve the students’ listening and speaking skills.

(3)In the third period, students will make a list of helpful and annoying inventions. And they will discuss their opinions in the inventions. Also they will do some writing and speaking practice.

The students can improve their speaking English and know more about the inventions.

(4) The fourth period, provides much practice on understanding and using the new adjectives. The new adjectives are used for describing how food tastes. It also gives much more listening and speaking practice. The students will enjoy the story of how the potato chips were invented and make much progress in listening.

(5) The fifth period will train the students how to answer the questions according to the article given and to write an article based on the notes given. Students can do much speaking practise through groupwork as well.

(6)The sixth period is designed to train the students’ writing skill. It also provides some more practice on using the new adjectives.

4． Rewrite the article．

3． Make another more sentence with each verb below, rush, realize, invite, show up, stay up．

2． Finish off the exercises on pages 36-38 of the workbook．

1． Revise all the language points in this unit．

2． Ask three different students to read the articles．

　Step Ⅱ Part 1

This activity focuses on vocabulary introduced in the unit． Focus attention on the box． Invite a student to read the vocabulary words at the top．

Ask students to fill in the blanks on their own． Check the answers．

Ask students to make their own sentences with the words, preferably sentences that are meaningful． Move around the room．Collect a few students’ answers with mistakes on the blackboard． Along with the students’ help correct the mistakes．

Step Ⅲ Part 2

Have the students look at the seven pictures． Tell the children that the pictures are connected to each other in an order．

Ask: What is happening to Ming?

Get the whole class to read the instructions． Then ask the students to describe each picture in order． Write some useful sentences on the blackboard． For example, for the first picture, help the students to say Ming wakes up at 10:00 and thinks she is late for school．

After a while, ask a few students to tell the class about Ming’s day． Let the rest of the class help correct the mistakes that they may have made．

Tell them to exchange their articles with their partners and help each other correct the mistakes． Ask the students to rewrite their articles to make the articles perfect after class．

Step Ⅳ Part 3

Call the students’ attention to the box． Have them look at the four groups of words． Get the students to read the instructions together． Ask them to circle the words that don’t belong in each group．

The first one has been given as a model．

Ask some students to tell their answers to the class． Check the answers with the whole class．

Step Ⅴ Just for Fun!

Call the students’ attention to the cartoon pictures． Tell them to see what happens．

Ask the students to read the sentences under the pictures together．

Then ask the children what is, funny about this cartoon． Help the students to answer like this:

The boy saw the clouds and he felt the rain long before he got home． He should have realized much sooner that he had forgotten his umbrella．

Step Ⅵ Homework