如何使用贝壳网教学资源

  1. Greet the students.

T: Hello, boys and girls. I am so happy to be your English teacher today, so I will remember this day forever, Whats the date today?

Ss: It is Oct. 26th.

T: In November, the 4^th science festival will be held in our school. And our science museum will be opened. Do you want to visit it?

Ss: Yes.

T: Our science museum need some English commentators（解说员）. Do you want to have a try?

2. Show the task and learning objectives of this lesson

 T: Today our task is to look for the best commentators for our science museum.

Look, here is a surprise, if your group is the winner you will get some tickets to invite your friends to our science museum.

【设计意图】

情境创设结合学生的生活实际，利用即将到来的校园科技节和即将开放的科学博物馆的契机，巧设本节课的任务：为学校科技馆寻找英语解说员，这为学生接下来学习用一般过去时的被动语态来谈论发明物品提供了动力，有利于调动学生的学习主动性和积极性。

       Introduce the Four Great Inventions of Ancient China

T: Let’s visit our science museum. Are you ready? First, let’s go to the room of the Four Great Inventions of Ancient China. Do you know what are they? 

T shows the pictures and the words: compass, printing, gunpowder and papermaking, get the students to read these words. Then T shows a picture of papermaking and asks: When was it invented? Who was it invented by? What was it used for? T shows some key information by using a mind map to guide the students to answer these questions and put the key sentences on the blackboard.

--When was the papermaking invented?   --It was invented in 105.

--Who was it invented by?     --It was invented by Cai Lun.

--What was it used for?     --It was used for making paper.

Then T shows the picture of gunpowder, practice the sentences by using different ways such as fast reaction, boys asking, girls answering.

【设计意图】通过参观学校科技馆的第一个馆：中国古代发明馆来引出中国古代四大发明，引导学生尝试用一般过去时的被动语态来谈论四大发明，这既是对预习环节的检测，又呈现了本节课的重难点句型，同时展现了中华文明的源远流长和深远影响，渗透了英语核心素养中文化品格的培养。

Practice 1: let’s chant

Gunpowder gunpowder

When was it invented?

It was invented in the 9th century.

Who was it invented by?

It was invented by Sun Simiao.

What was it used for?

It was used for making bombs.

  Practice 2: Let’s create a new chant according to the chart.

【设计意图】把本节课的重难点句子编成chant,搭配动态的节奏，让学生唱起来，既活跃了课堂气氛，又让学生对于目标句型有了进一步的熟悉, 让学生自编chant的环节也体现了create这个主题, 有利于激发学生的创新意识。

1.Introduce some important inventions in the world

T: Let’s go to the third room to learn some important inventions in the world. We live in a world of inventions. Inventions changed the world.

(1) 1a:T shows the pictures of 1a and asks the students what they are.

T: These are some important inventions in our daily life. Can you tell us some inventions that changed the world? 

  Who were these inventions invented by? When were these inventions invented?

Then T shows the pictures of some inventors and asks students to match the inventions with the right inventors.

      T gets students to look at the pictures.

     T: In what order do you think they were invented? Discuss with your group members and number them.

     T asks students to finish 1a and lets a group put their answer on the blackboard like this and intoduce it by using these sentences: I think the telephone was invented before/after the car.

      G1:  4 - 2 – 1 - 3

  【设计意图】增加了介绍发明家的环节，让学生对于这些重要发明有更多的了解。让学生小组讨论1a中四个发明物的时间排序，操练了一般过去时的被动语态的句型：I think the TV was invented beforeafter the car.为引出下面的听力环节做了铺垫，让一个小组将排序的答案写在黑板上，让接下来的听力环节变成了揭晓答案的环节，增加了趣味性。 

     (2) 1b Listening: Show the pictures of 1b on P41 and tell students:

     T: When were they invented? Maybe you can get the answer in the listening 1b. 

    ①Pre-listening: T asks students to talk about the picture and introduces Lucy and her grandmother. Then T lets students read the numbers in 1b

    ②Listen and finish 1b, then check the answer of 1a to see which group's answer is right.

    ③Post-listening, T asks students to introduce these inventions like this: The telephone was invented in 1876. It was invented by Alexander Bell.

【设计意图】通过听力来核对1a的答案，两个环节衔接自然，起到了承上启下的作用。听后环节有利于提高学生对语言的概括能力和表达能力，进一步熟悉一般过去时的被动语态的句子结构。

    2.Introduce the New Four Great Inventions.  

    T: Let’s go to the room of the New Great Four Inventions. Do you know what they are? May be we can find the answer in this video.

    T plays a short video, after watching the video, T shows some pictures and gets the students to talk about them.

     Pair work

Asks the students to make a conversation in pairs.

--When was the Alipay invented?   --It was invented 2004.

--Who was it invented by?     --It was invented by Ma Yun.

--What is it used for?     --It is used for cashless payment.

【设计意图】通过参观学校科技馆的第二个馆：新四大发明馆来引导学生了解新四大发明，拓宽了学生的视野，进一步操练了目标句型。从中国古代四大发明到现代新四大发明，体现了从古到今的时间递进，和与本节课主题的呼应。

     T gets students to work in groups, each group chooses a room to introduce, every group member should introduce an invention, then choose the best one to take part in the competition for the best commentator.

     每个组选择一个馆进行介绍，每个组员介绍一样发明物，先进行组内小展示，然后选出一人参与班级最佳解说员的竞选。 (5 分钟)

    Report:

   Ladies and gentlemen,

   Welcome to our science museum. Inventions changed our world. I’m very glad to introduce the room of the Four Great Inventions of Ancient China to you. First, let me introduce the_________. It was invented in _________ . Do you know who invented it? It was invented by _______. It was used for____________. I think it is a great invention because ______________. Thank you for your listening.

 After the competitors’ performance, students vote for the best commentator.

【设计意图】最后的活动环节是为完成本节课的任务—选解说员而设置，贴合了本节课的情境。让学生写发明物品的解说词，体现了对于整堂课重点知识的运用，每个小组成员先进行组内小展示，选出一人参加最佳解说员的评选，使每个学生都有机会开口，有利于提高他们的口语表达能力。

  T：Inventions changed the world, inventions changed our life. We should thank those great inventors. We should learn from them. Do you know Tomas Edison? Let’s enjoy a short video and think about what we can learn from him?

  T plays a short video about Tomas Edison.

 T:What can we learn from Tomas Edison? What should we do to improve our creativity?

 Ask some students to talk about their ideas, then share the teacher’s opinion:

 T: We should keep our curiosity, be brave to imagine, and dare to explore.

T：What do we need if we want to become inventors? 

【设计意图】播放小视频，介绍伟大发明家的故事，让学生学习发明家的精神，激发他们的发明热情和兴趣，升华了本节课的主题。引导学生通过联想invent每个字母所代表的单词来思考发明家应该具备的条件和精神，有利于发散学生的思维。

    T shows another room on the screen, and tell students.

   T: There is another room in our science museum, it’s the room of students’ inventions. But it’s empty, so it’s time to show your creativity. The homework is to make an invention by yourself or by discussing with your group members. Each group should hand in an invention. If your invention is creative, it will be shown in our science museum.

   1. Ask students to try to make an invention by themselves, then write a show passage to introduce it. 

   2. Finish the exercise on the learning paper

 【设计意图】将学校科技馆的最后一个馆-学生作品馆留空，留给学生来交发明作品放进去，激发了学生发明创造的热情，也能让学生明白发明创造不是那么遥不可及，他们也可以成为小小发明家。