初中英语牛津版 (深圳&广州)八年级上册（2013秋审查）Unit 4 Inventions课文内容课件ppt

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这是一份初中英语牛津版 (深圳&广州)八年级上册（2013秋审查）Unit 4 Inventions课文内容课件ppt，文件包含《Unit4Inventions》vocabularyandreadingskill课件pptx、《Unit4inventions》VocabularyandReading教案docx、OIP-ChsTTdwWrIQX_7R6igQIrMAHaHajpeg等3份课件配套教学资源，其中PPT共35页，欢迎下载使用。

牛津版英语八年级上册

《Unit 4 Inventions》全英教学设计

课题名	Lesson 1 - Vocabulary and Reading
教学目标	- Ss will learn new words and expressions. - Ss learn to improve reading fluency and use timeline and Venn diagram to improve comprehension.
教学重点	- New words and expressions. - Improve fluency and comprehension.
教学难点	- Difficult New words - reading fluency - close reading
教学准备	- PPT - Print out the word wall/ or write the word wall on the blackboard. - Materials for experiment: lemons, nails, wire, LED light bulb - Print out worksheet: a timeline, a Venn diagram - Print out images (provided in the “materials” folder)
教学过程	Warm up game(3-5 mins) Teacher can play the video about a simple experiment. Or, teacher can do this experiment in the classroom. In this warm up, let Ss feel fun to be a scientist. Vocabulary (5 -10 mins) - Ss learn new words by using images, especially for nouns. Link related nouns together. Let students provide more examples of the nouns in their real life. For example, where can they see “advertisements”. - For some verbs, adjectives, or expressions, based on the PPT, discuss the meaning with students，let students come out with synonyms, and make sentences. For some words, Ss can learn its noun, adjective and other forms together. - Discuss the difference between “fun” and “funny”. - Discuss the difference between “create, invent, and develop”. Make more sentences. - Introduce suffix -al, - tion - Learn to express a period of time: The 19 century; in the early 19 century; ... 1980s, 2020s ... Since, after,... Reading comprehension skills(15 - 20 mins) A. Pre-reading Discussion about inventions. Discuss in groups, talk about what inventions you know. Why do humans invent new things? B. While reading a. Reading fluency is important. It can help to increase interest and improve understanding. For non-fiction, we can try these ways: - "This Is Interesting” strategy. When reading information texts, you can try sounding like a teacher instead of like a storyteller. Read as if you're teaching interesting facts. Raise your voice at questions. • Make it sound interesting. •Your voice was flat there; try to make it sound like the information is amazing! • You just made that sound interesting! • I can tell you understood what you just read, based on how you read it. • Say it like a teacher would. • I see a question mark. Make your voice match it. - Strategy Think. "Have I seen this word before on the word wall?" before you stop to try other strategies. The words on the word wall are the ones that show up the most and are the words that should be read automatically. • Is that a word you know? Check the word wall. • I think that's on the word wall. • I see that one on the word wall. • Look for that word on the word wall first. • Is that a word you should stop and figure out? • Is that on the word wall? • Say that one in a snap! • Don't try to sound that one out. Check the word wall first. • Try to remember new words during reading T introduces and models these strategy. Students raise hand and chose Ss to read. Or separate Ss into groups. Ss take turn to read the article for each group. Ss rate the best reader. b. Close reading：timeline and Venn diagram - Timeline • T uses timeline to help Ss find out detail related to time. • T can print out the timeline let Ss figure out milestones. • Or, T draws the timeline on the blackboard, work with the class to make the timeline. - Venn diagram • Use Venn diagram to compare the changes before and after the invention was invented. • Link to our real life, figure out more possibilities. PPT31-33, T can use the Venn diagram for discussion. E.g. “wheels” were invented a few thousand years ago, we didn’t live at that time. Ss can imagine the life with wheel. Are there any other products, which were not mentioned in the text, created after the “wheels” invented? Most of our Ss haven’t thought of a life with a telephone. T can show the image to indicate how people send a message in a long distance in ancient time. Before a “bulb” was invented, how did people live at night time? How did they live in the dark? What’s the pros and cons of using candle, gas light, or oil light? T can draw the Venn diagram on the blackboard. Stick images to help students to think broader. If Ss cannot think of any, they can just describe the image. After reading - Practice reading fluency after class. - Finish exercises on the text book. Summary(5 mins) We did a simple invention. We learned new words and expression related to this unit. We learned and practice the reading skill: - Make reading fun. - Use the word wall to help us remember new words. - Use timeline, and Venn diagram to improve our comprehension.
板书设计	- Draw or stick the word wall on the blackboard - Model how to make Timeline while reading with Ss. -Draw Venn diagram on the blackboard. T post related images while discussing with Ss for the detail.
课后作业	- Practice reading fluency after class. Teach families or friends this article. - Finish exercises on the text book.
教学反思	 Reading fluency is important in learning English. But most of the Ss don’t take it serious.  To be able to understand non-fiction articles deeper, we need to connect to our real life or to find out more information about hidden information.  Encourage Ss extend reading after school to find out how people live without modern inventions.