人教版新目标英语九年级Unit 9《When was itinvented-》教学设计
人教版新目标九年级Unit9 When was it invented教案(精修版)
人教版英语精品资料（精修版）Unit9 When was it invented?第一课时1a-Grammar Focus一、词汇目标：1、invent v.发明，创造，invent- invented –invented-inventing n. inventor 发明者，发明家， invention 发明，eg: helpful inventions 有用的Edison was one of the greatest ______________, he had 1093 ___________ in his life. Light ___________________ by him.3、operate v.①操作，作业， operate the machine ,操作机器；battery-operated adj.电池供电的，eg: a battery-operated tennis racket,一个电池供电的网球拍；②做手术：operate on sb =have an operation on sb,给某人做手术；operator手术员，操作员4、slipper n.拖鞋， a pair of slippers,一双拖鞋；electric slippers电动拖鞋；battery-operated slippers,电池供电的拖鞋；5、heat v.加热， heat the milk ,加热奶牛奶；heated adj.受热的，heated scoop 加热的勺子。
二、短语目标：1、 be used for sth/doing sth =be used to do sth. 被用来做……as…当。
用by sb 被某人用get/be used to sth/ doing sth 习惯于……used to do sth 过去常常干某事2、be madeFrom +材料由。
制造in sp （产地）在。
人教版新目标英语九年级Unit9《When was it invented？》教学设计
口 南 宁 天桃 实验 学校 中 学部 赵 丽 琴
【 关键词 】 英语
教 学设计
Ｗ ｈ ｔｗａ ｔ ｅ ｆｒ？ ａ ｓｉｕｓ ｄ ｏ
作用的角度出发 ， 我采 用 “ 能训 练一 生 技
前 根 据 自己 的兴 趣 ， 过 上 网 、 看 书 籍 通 查
的时 间及用途 。语法项 目是一般 过去时
的被 动语 态 结 构 。
比教 给学生知识更重要 。 建构主义是近 ” 年 来介绍 到我 国的一种 新兴教 育理 论 ， 它 认为 知识 不是 通过教 师传授 得 到 ， 而
是 学 习者 在 一 定 的情 境 即 社 会 文 化 背 景
路 ，激 起学习兴趣和主动参与学 习的欲 望。适 当安排竞猜抢答 、 快速反应 、 角色 扮演、 小组讨 论 、 记者采 访等活 动 ， 激励
下 ， 助学 习过程中其他人（ 借 包括教师和
学 习伙 伴 ） 的帮 助 ，利 用 必 要 的 学 习资
料， 通过意义建构的方式 获得 的。 基于这
的英语名称及由 ｗ ｅ ｈｎ引导被动语 态一般 过去时的特殊疑 问旬的结构及用法 。
２ 能 力 目标 ．
根据识 记认知 规律 和教学 原则 ， 我
把 教 学 程序 分 为 以 下 几 个 环 节 ；复 习一 引人 新 课 一 操 练 —运 用— 巩 固练 习 。
能运 以下 句型 进行 对话 ： ｅ ａ Ｗｈ ｎｗ ｓ
ｔ ｅｔｌｐ ｏ ｅｉ ｖ ｎｅ ｈ ｅ ｈ ｎ ｅ ｔｄ？ ｅ ｎ Ｉ ｗ ｓｉｖ ｎ ｅ ８ ６ ｔ ａ ｅ ｔ ｄｉ １ ７ ． ｎ ｎ
新目标九年级英语U9_When_was_it_invented
Unit 9 When was it invented？（Section A）一．语法：被动语态1.被动语态的时态: 被动语态的时态通过be的变化来体现，它必须与主语的人称、数一致。
以下是几种常用的被动语态:(1)一般现在时的被动语态: am / is / are + 动词的过去分词。
Eg：This book in two languages.这本书是用两种语言写的.(2)现在进行时的被动语态: am / is /are + being + 动词的过去分词。
Eg: A school is by the workers now.工人们正在建一所学校.(3) 一般将来时的被动语态: will / be going to + be + 动词的过去分词.Eg: The project will next month.这项工程下个月就完工.(4) 现在完成时的被动语态: have / has + been + 动词的过去分词.Eg: My homework .我的作业以完成了.(5) 一般过去时的被动语态: was / were + 动词的过去分词.Eg: The classroom three days ago. 教室是三天前被打扫的.(6) 含有情态动词的被动语态: 情态动词+be +动词的过去分词.The classroom every day.教室应该每天都被打扫.2.被动语态的否定句和疑问句:（1）否定句的构成：必须在第一个助动词后加not。
Eg：His homework finished. 他的作业还没有完成。
（2）疑问句的构成：将第一个助动词置于主语之前。
Eg：When the bridge ？这座桥是何时建的？3、主动语态变被动语态的方法:（1）把主动语态变的宾语作为被动语态的主语（2）主动语态的谓语改成be + 过去分词的形式，作为被动语态的谓语，be随着主语以及时态的变化而变化。
（3）主动语态的主语变为by的宾语，有时可以省略。
九年级英语全册 Unit 9 When was it invented？SectionB教案 人教新目标版
Unit 9When was it invented?Section B教学目标1．学习并掌握一些生词及短语。
2．提高听、说、读、写能力。
3．进一步操练一般过去时的被动结构。
教学重点1．能正确地利用一般过去时的被动语态。
2．提高听、说、读、写能力。
3．能用正确的语言表达一些发明对我们的生活的帮助。
教学难点1．提高听、说、读、写能力。
2．学习并掌握一般过去时的被动语态。
教学过程Step 1 Revision要求学生利用下面的句型练习对话。
A：What do you think is the most helpful invention?B：I think the most helpful invention is...A：Why do you think so?B：Well, it gives me...通过口语练习，既激发了学生的学习积极性，让学生在轻松好奇的氛围中复习了上节课的目标语言，又引出了新课。
Step 2 Section B1a, 1b1．教师问学生最喜欢什么水果、食物和饮料，并把它们写在黑板上。
比如：potato chips, ice cream, tea, lemon, chocolate, or anges, salad, popcorn...2．让学生表达以上食物的味道，引出新单词——sweet, crispy, salty, sour, delicious, hot, a wful, nice等，并且完成1b的教学内容。
说明：通过此活动，以旧带新引入新单词，其目的是让学生自主学习新知识。
Step 3 Section B2a, 2b1．首先，让学生用英语描述炸薯条的味道，给出问题：When and where were potato chips invented?Who were potato chips invented by?How were potato chips invented?让学生根据以下关键词猜测答案。
九年级英语全册 Unit 9 When was it invented教案 人教新目标版-人教新目标
2. Ask students to make similar dialogues usingthethings around them.
Ⅳ.2a
1. Show a slide with some inventions on it. Teach the vocabulary words. Read them again and again and try to grasp them.
3. Listen carefully again and check up their answers.
4. Ask a student to say out his / her answer.
5. The teacher showsthecorrect answers.
Ⅴ. 2b
1. Showanotherslide. Look at the chart. It showsthepeople who invented these things and what they are used for. Listen to the recording again and match the items in column A, B and C.
出示精彩图片，提高学生学习兴趣。
练习学生口语的同时，熟悉本课新词。
听力练习，提高学生口语能力。
2019-2020年九年级英语全册《Unit 9 When was it invented-电视的发明》文章素材 人教新目标版
2019-2020年九年级英语全册《Unit 9 When was it invented-电视的发明》文章素材人教新目标版约翰·洛吉·贝尔德是英国电器工程师，研制电视的先驱。
他出生在苏格兰海伦斯堡一个牧师的家里，从小就表现出一个发明家的天才。
贝尔德曾就读于格拉斯哥大学及皇家技术学院。
第一次世界大战期间，贝尔德表示自己不适合去军队服役，成了一家大电力公司的负责人。
1924年，贝尔德首次用收集到的旧收音器材、霓虹灯管、扫描盘、电热棒和可以间断发电的磁波灯和光电管等，做了一连串试验来传送图像。
然而这些试验材料实在太破旧了，以致每次试验都要损坏、更新一些零件。
经过上百次的试验后，贝尔德总结了大量的经验。
1925年10月2日清晨，当贝尔德再一次发动起房间里的机器时，随著马达转速的增加，他终于从另一个房间的映射接收机里，清晰地收到了比尔──一个表演用的玩偶的脸。
贝尔德兴奋异常，他多年的梦想──发明“电视”实现了。
虽然还谈不到完美，但却是一次成功的试验。
紧接著，贝尔德说服富有的公司老板戈登·塞尔弗里奇为他提供赞助，更加专心地研究起电视来。
1926年1月，贝尔德发明的机器有了明显的改善。
他立刻给英国科学普及学会写了一封信，请求该会实地观察。
当贝尔德从一个房间把比尔的脸和其他人的脸传送到另一个房间时，应邀前来的专家们一致认为，这是一件难以置信的伟大发明。
赞助者也很快意识到了这项发明的市场前景是广阔的，于是纷纷投资，成立了好几家公司。
1928年春，贝尔德研制出彩色立体电视机，成功地把图像传送到大西洋彼岸，成为卫星电视的前奏。
一个月后，他又把电波传送到贝伦卡里号邮轮，使所有的乘客都十分激动和惊讶。
这一时期的贝尔德，正可谓春风得意，与同时代的其他几个也在发明电视的发明家相比，他的技术脱颖而出，□驾在其他发明家之上。
然而好景不长，1936年贝尔德遇到了强有力的竞争对手──电气和乐器工业公司发明了全电子系统的电视。
人教新目标版九年级全册Unit9WhenwasitinventedSectionB(3a-3b)新目标-人教新目标版九年级全册
Who: college students What: new toy, flying disk When: in the 1950s Where: in a bakery in Bridgeport, Connecticut How: students eat pie, throw pie plates Today: clubs, magazines, festivals
Read quickly and answer this question.
• What is the main idea of the article?
• A. The popularity of tea • B. The invention of tea • C. The production of tea
what who when
tea was invented by
beverage notice
ancient remain pleasant produce
Hale Waihona Puke in Use this way fall into according by accident the words to fill in the to blanks. to an old story, tea, the most popular today • According __________ drink, was invented ___________. And it was discovered in when _______ China. Over three thousand years ago, when the emperor Shen Nong was boiling water outside his where fell into the water and later house, some leaves ________ the water smelled really _________. Shen Nong ______ noticed who In this way that and tasted it. _____________, tea was invented. Not until 1610, it was taken to the Western World, how then it became so popular that many other countries began to _________ it. And for a very long time, it ________ remains one of world’s favorite _________. beverages today
最新人教新目标九年级英语 Unit9 When was it invented
九年级英语Unit9 When was it inventedPart 1: Teaching design (第一部分：教学设计)Structures: Passive voice (questions and statements)Target language: When was the telephone invented?I think it was invented in 1876.Vocabulary: salty, sweet, sour, crispy, pleasant, potato chips, slipper, leaf, fire, scoop, light bulb, telescope, microwave oven, abacus, camera, beverage, be invented by, be used for, by mistake, by accidentLearning strategies: Brainstorming, Role playingSECTION AGoals●To learn to use Passive voice (questions and statements)●To listen, talk and read about inventionProceduresWarming up by learn about Passive voice (questions and statements)Passive Verb FormationTense Subject Auxiliary PastParticiple Singular PluralPresent The car/cars is are designed. Present perfect The car/cars has been have been designed. Past The car/cars was were designed. Past perfect The car/cars had been had been designed. Future The car/cars will be will be designed. Future perfect The car/cars will have been will have been designed. Present progressive The car/cars is being are being designed. Past progressive The car/cars was being were being designed Pay attention to the passive voice of “give”.Active Professor Villa gave Jorge an A.Passive An A was given to Jorge by Professor Villa.Passive Jorge was given an A.1a Doing group workLook at the things on page 68. Number them in the order of their invention.A: I think the telephone was invented before the car.B: Well, I think the telephone was invented after the car.Televisor 1925 John L. Baird ScottishA: I think the televisor was invented before the computer.B: Well, I think the televisor was invented after the computer.Telephone 1876 A.G. Bell AmericanA: I think the calculator was invented before the plane.B: Well, I think the calculator was invented after the planer.1b Listening and matchingListen to the recording and match the inventions with the dates.TapescriptGirl: Life must have been difficult when you were a kid.Woman: Oh, not really. Why do you say that?Girl:Well, you didn’t have many modern inventions. Like, youprobably didn’t have a telephone, right?Woman: Of course we did! How old do you think I am? The telephone was invented in 1876.Girl: How about cars? I bet cars weren’t invented yet.Woman: Sure they were. Cars were invented in 1885. My family had a car. I think you need to take a history class, Alice.Girl: Ha, ha! Well, did you have a TV?Woman:No, we didn’t. The TV was invented around 1927, I think. Some friends of mine had one. But in those days, TVs were really expensive, and we couldn’t afford one.Girl: And I bet you didn’t have calculators and computers and stuff. That’s something I do know. We learned in school that hand-held calculator were invented in 1971 and personal computers were invented in 1976.Woman: You’re right. I didn’t have those things when I was young. But I do now!The things in the pictures were invented in the following order.The telephone was invented in 1876.Cars were invented in 1885.The TV was invented around 1927.The hand-held calculator were invented in 1971.The personal computers were invented in 1976.Now you are going to read the listening tapescript. Blacken the passive voice, circle all the linking words and underline all the useful expressions.1c Doing pairworkIn pairs, one covers the dates and the other asks him when the things in the pictures on page 68 were invented. Then change roles and practice again.A: When was the telephone invented?B: I think it was invented in 1876.A: When was the car invented?B: I think it was invented in 1885.A: When was the TV invented?B: I think it was invented around 1927.A: When was the hand-held calculator invented?B: I think it was invented in 1971.2a Listening and numberingNext you are going to listen to a tapescript and number the inventions in the order that you hear them.TapescriptBoy: What are those?Girl: They’re battery-operated slippers.Boy: What are they used for?Girl: They’re used for seeing in the dark.Boy: Oh, that’s cool! Who were they invented by?Girl: Julie Thompson. And look at this heated ice cream scoop.Boy: I know what it’s for! It’s used for scooping out really cold ice cream.Girl: Right. It was invented by Chelsea Lanmon.Boy: My favorite are those shoes with adjustable heels. You know—you can move the heels up and down. They were invented by Jayce Coziar and Jamie Ellsworth. Girl: And what are they used for?Boy: Well, you can change the style of your shoes. You can make the shoes go from casual to dressy.The inventions are heard in the following order.battery-operated slippers→heated ice cream scoop→shoes with adjustable heels2b Listening and matchingYou shall listen to the recording again and match the items in the chart on page 69 in columns A, B, and C.A: Invention B: Who was it/ were theyinvented by? C: What is it/ are they used for?Shoes with adjustable heels Chelsea Lanmon Scooping really cold icecreamBattery-operated sneakers Jayce Coziar and JamieEllsworthSeeing in the darkHeated ice cream scoop Julie Thompson Changing the style of theshoes2c Doing pairworkRole play the conversations using the information in the chart in the middle of page 69. Pay attention to the formation of passive voice.A: What are the shoes with adjustable heels used for?B: They are used for changing the style of the shoes.A: What are the battery-operated sneakers used for?B: They are used for seeing in the dark.A: What is the heated ice cream scoop used for?B: It is used for scooping really cold ice cream.3a Doing pairworkThere are two kinds of inventions. One is helpful invention, and the other is annoying invention. Now in pairs make a list of five helpful inventions and five annoying inventions.Helpful inventions Annoying inventionsExample: telephone Example: alarm clock1. plane 1. atomic bomb2. computer 2. missile3. bike 3. rifle4. car 4. chemical weapon5. train 5. alarm clock3b Doing pairworkIn pairs discuss your opinions in 3a with your partner.A:What do you think is the most helpful invention?B:I think the most helpful invention is the light bulb.A: Why is that?B: Well, it gives people more time to work and play every day.A:What do you think is the most annoying invention?B:I think the most helpful invention is the atomic bomb.A: Why is that?B: Well, it gives people more power to kill others.A:What do you think is the less helpful invention?B:I think the less helpful invention is the car.A: Why is that?B: Well, it makes it possible for people to move to distant places faster.4 Doing groupworkImagine you are left alone on a small island in the sea. If you are allowed to take five inventions along with you, what would you take?I like to take the followings with me.knife flashlight handphone telescope gun。
九年级英语教案新目标初三Unit9Whenwasitinvented
作者VX：免费范文仟朕炎兜眉哂囂縮宛 Unit 9 When was it inventedwhen was it invented縮宛◆.teaching aims and demands1.knowledge objects(1) key vocabularyinvent(2) target languagewhen was the telephone invented?i think it was invented in 1876.2.ability objects(1) teach the students to use the new words.(2) train the students to talk about the history of inventions.(3) train the students' listening and speaking skills with the target language.3.moral objectsmany important inventions have changed the world a lot. do you know the inventors of them? and when were they invented?□.teaching key points1.key vocabularyinvent2.target languagetalk about the history of inventions.■.teaching difficult points1.train the students to talk about the history of inventions.2.train the students to understand the target language in spoken conversation.△.teaching methods1.listening.2.groupwork.3.pairwork.▲.teaching aids1.a tape recorder.2.some pictures or real objects of the inventions.▽.teaching proceduresstep ◆ revision1.revise the language points in unit 9. ask some students to say something about tina and the stories happened on april fool's day. encourage them to use the past perfect tense.2.check the homework by asking some students to share the sentences they made with the verbs with the class.step □ 1athis activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions.read the inventions to the students.call the students' attention to the five pictures. tell the students that all of these things were invented in the last 150 years. point to each picture and let the students tell what it is.write the names of the five inventions on the blackboard.computer, car, calculator, telephone, tv sethave several different students guess and write the dates on the board.作者VX：免费范文。
人教新目标版英语九Unit9Whenwasitinvented
UNIT9 When was it invented?Outline:of teaching materialof teaching methodsproceduresreflectionPart1 Analysis of the teaching material1. Status and function:This is the first part of Section B, it links the preceding with the following in Unit 9. Not only does it help the students review the food words and the Passive Voice they have learnt before, but also it helps them learn to describe different tastes and talk about the history of the invention. Such a topic is related to daily life, so it is helpful to inspire the students’ learning motivation and interest.2. Teaching aims and demandsKnowledge aims:☆The target words: crispy, salty, sour, chef, sprinkle, by mistake.☆The target language: Did you know potato chips were invented by mistake?Wow, I didn’t know that. Who invented them? ...etc.Ability aims:☆Be able to describe different tastes using the target words.☆Train the students’ listening, spe aking, reading and writing skills with the target language.Moral aims:Cultivate the students’ ability of observation, imagination and their spirit of innovation.3. Teaching emphasis and difficulties:Important pointsThe target words and language.(According to the English syllabus and the language structures in this lesson.)Difficult points:The listening practice and correctly express the history of the invention.(According to the teaching prediction and the students’ cognitive level)Part 2 Analysis of teaching methods1. Teaching methods:“Task-based teaching method “with the help of useful situations to classify the tasks and give different students different evaluations.(To make language learning successful through a step-by-step progression that builds confidence and leads to open-ended activities.)aids:Multimedia computer, Tape recorder, PowerPoint.(According to the students’ psychological characteristics. They enjoy music, pictures and cartoons.)Part 3 Teaching proceduresStep 1 BrainstormingPlay guessing games: what inventions are they?One student comes to the front to guess, the others describe an invention shown on the screen using the passive sentences: It’s used for… It was invented by…It was invented in…etc.Take turns t o show ‘light bulb, alarm clock, microwave oven’with some other helpful pictures that center about them nearby on the screen.(Purpose of designing: To guide the students to review what they learned last lesson)Step 2 Leading-inT: The microwave oven reminds me of some delicious food. I will play a cartoon called “music food” My favorite food is in it. Try to guess what it is.Every time when they give a guess, I will express my like and dislike by using some adjectives like sweet, crispy, salty, sour . Make sure they know the meanings of them. For example:S:ChocolateT: It’s very crispy, but it’s too sweet. I don’t like it Can you guess the meaning of ‘crispy’? It describes food that is hard .dry and easily broken.S :Milk.T:I prefer sour milk to milk. Do you know ‘sour’? Oranges sometimes taste sour.S: Fish.T: yes! Fish is my favorite, and I especially like salty fish that is sprinkled with a lot of salt.During this course, write down the new words on the blackboard..Finally play a leading role to read them.(Purpose :To arouse the students’ interest ,create useful situations for them to learn the new words. Prepare for the next step. )Step 3 PracticeTask One writing1a.Show four food pictures on the screen and get the students to describe how the food tastes and write them down.them to list the words of the food that has different tastes according to the headings on the screen as many as possible .sweet crispy salty sourThe teacher moves around the classroom to provide help for the students who have trouble in spelling some hard words and choose three students who write different words from one another.(Purpose: To practice using the target words and review the food words they have learnt before.)Task Two Speaking and actingGet the three students to the front, divide the class into four groups:Sweet Group , Crispy Group, Salty Group , Sour GroupGame begins: The three students read their words loudly in class one by one without repetition, the group members should stand up as soon as they hear a word that belongs to them. Call out the students who stood up by mistake and have them guess the meaning of ‘by mistake’.(Purpose: This is employed to show the words they wrote and link the target words with the food words, and get the whole class moving.)Step 4 PresentationT: Just now you mentioned many kinds of food, but do you know there are some interesting stories behind them. Here is one.Ask the students to look at the picture in 2a and imagine what they are talking about.S: They are talking about the story of potato chips.T: Right .Maybe on the bag it says the invention of them!(Purpose: Cultivate their ability of imagination and present the invention of potato chips.)Step5 PracticeTask One Listening and understanding2a. Let the students look through the six sentences in the box and get some information from them. Then play the tape recording twice for them to listen and circle T or F. Check the answers.(Purpose: To provide practice in listening and understanding the target language in spoken conversation.)Task Two Listening and writing2b. Before playing the recording, get the students to try to give answers by memory, or just by guessing. After a while, play the recording for them to fill in the missing words they hear. Then check the answers while concentrating on the new words: chef, sprinkle…on…(Purpose: To provide practice in understanding and writing the targetlanguage ,break through the difficult point.)Task Three Pairwork2c.Ask the students to make conversations using the information in 2a and 2b ,then ask some pairs to act them out. as follows:A: Did you know potato chips were invented by mistake?B: Wow, I didn’t know that. Who invented them?A: They were invented by a chef called George Crum.B: …(Purpose: Students are willing to show themselves and this task provides benefits for both more fluent and less fluent students to use the new language to talk with others and achieve the ability aim.)Task Four GroupworkT: Are you interested in the history of the sandwich?Show some pictures about the story of sandwiches on the screen, get them to discuss the history in groups of four as follows:Then each group choose a leader to give a report in class after that .(Purpose: This is employed to do further consolidation and extension using the target language, it also fosters a sense of cooperation in the classroom.)Step 6 HomeworkT: Think of a kind of food you like best and try an unusual way to cook at home and write your experience in your exercise book. And ask your parent to sign his/her name on your book.(Purpose: The new type of homework is employed to relate the knowledge that they learn from this lesson with the life realities, and achieve the moral aims.)Blackboard design:(Purpose: To show the language structures they mainly learn from this lesson.)Part 4 Teaching reflectionAccording to << English Course Standard >>,I combine different language structures and functions with different studying tasks. I put emphasis on raising the students’ interest, forming effective strategies and developing the cooperative spirit. And I thin k I’ll make it.This is a period of various contents, maybe the time of one class is not enough, I need to adjust the teaching steps according to the actual situations. And in 1b. of Step3,it requires the teacher to have a large vocabulary to provide help for students. One minute in class, ten years’ hard working after class—I need to hold on to studying to improve myself.。
初中英语 人教版新目标 九年级 Unit9 When was it invented_ (1)PPT课件
Read the article and write answers to the questions.
1.What is the article about ?
It is about the invention of tea.
2. When was it invented?
It was invented over three thousand years ago.
神 农 尝 茶
3. Who was it invented by?
It was invented by the Chinese emperor Shen Nong.
4. How was it invented?
It was invented by accident.
Write an article using the notes in the box.
Who: college students What: k When: 1950 Where: bakery Bridgeport, Connecticut
Why: new toy
How: students eat pie, throw pie plates Today: clubs, magazines, festival
From pie plate to flying disk.
The flying disk was invented by college students. They used a metal pie plate from a bakery in Bridgeport, Connecticut. Students ate the bakery’s pies and then threw the pie plates. Today, there are flying disk clubs, magazines and a festival.
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
人教版新目标英语九年级Unit 9《When was itinvented?》教学设计【关键词】英语教学设计
一、教材分析
（一）教材内容
本课主要学习19世纪和20世纪10项发明（汽车、电视、电话、计算机……）的时间及用途。
语法项目是一般过去时的被动语态结构。
（二）教学特点
本课教材的特点是语法项目和日常交际用语自然结合，内容形象直观。
通过操练when开头的特殊疑问句把学生引入话题（谈论重要发明的历史及用途）的语境中。
（三）教学目标
1．知识目标
通过本课学习学生能掌握10项发明的英语名称及由when引导被动语态一般过去时的特殊疑问句的结构及用法。
2．能力目标能运以下句型进行对话：When wasthe telephone invented?
It was invented in 1876．
What was it used for?
It was used for talking to people in other places.
培养学生的观察、分析能力，快速反应能力，自学能力和用英语交流的能力。
3．德育目标教育学生爱学习，爱科学，开阔学生的思路，培养学生的创造精神。
（四）教学重点和难点
重点：口头掌握本课核心句型
When was the telephone invented?
It was invented in 1876．
What was it used for？
It was used for talking to people in other places.
难点：when引导被动语态一般过去时的特殊疑问句的结构及用法。
二、学习分析
苏霍姆林斯基认为：“教给学生方法比教给学生知识更重要。
”建构主义是近年来介绍到我国的一种新兴教育理论，它认为知识不是通过教师传授得到，而是学习者在一定的情境即社会文化背景下，借助学习过程中其他人（包括教师和学习伙伴）的帮助，利用必要的学习资料，通过意义建构的方式获得的。
基于这样的认识，结合本课内容和初三年级学生的特点及学习经历，在教学中我侧重指导学生采用以下三种
学习方法：
1．合作学习法。
合作意识和合作能力是社会的需要，也是学习本身的需要，它有利于培养主动学习过程的合作性，以弥补独立学习之不足，增进学生之间情感沟通与智力互补。
学生通过对所学内容进行讨论，刺激学生的交流欲望，达到相互启发，加深理解，提高课堂学习效率的目的。
2．情景交际法。
即学生通过交际活动理解和运用语言知识，用所学到的知识进行对话表演、问答，从而达到脱口而出的交流目的。
3．联想法。
看图联想，营造真实的语言运用氛围，以最佳的情景和语言效果刺激学生的感官引发学生联想，激活学生的思维和想象，达到发散创新的目的。
三、教法分析
根据这节课的教学内容以及学生的实际，从培养学生能力和发挥学生主体作用的角度出发，我采用“技能训练一生生互动一师生互动”教学模式。
这种模式便于充分发挥教师的主导作用和学生的主体作用，能增强课堂教学的实效性。
采用情境教学法和功能交际法。
（采用这两种方法的目的旨在）优化教学过程，通过布置任务“最有用的发明”，让学生在课前根据自己的兴趣，通过上网、查看书籍等形式，查找自己认为最有用的发明物的资料，在课堂上展示，开阔同学们的思路，激起学习兴趣和主动参与学习的欲望。
适当安排竞猜抢答、快速反应、
角色扮演、小组讨论、记者采访等活动，激励学生大胆开口说英语，提高他们运用语言的能力，变“学会”为“会学”。
建构一种新型的现代教育模式，让学生在轻松愉快的环境下获得更多的信息交流。
四、教学程序设计
根据识记认知规律和教学原则，我把教学程序分为以下几个环节；复习一引入新课—操练一运用一巩固练习。
1．‘激趣抢答，温故知新：告诉学生我们将玩一个游戏——考考你。
快速展示一组图片，如：电话、电视机、电脑、计算器、飞机等，然后提问学生：
A.How many things have you seen?
B．What are they?
C. What was invented before the car?
活动设计意图：以抢答形式完成，目的在于吸引学生的注意力，激起他们的学习兴趣。
在回答问题的过程中，激活学生与本课学习目标相关的原有知识基础，开阔学生的思维，达到温故知新的目的，为引入新知作好铺垫。
2．设问置疑，导入新课。
展示一幅计算机的图片，然后提问学生：
A. Do you like computers?
B.If you want to know more informa-tion about the inventions, what will you do?
C. So computer is very important for usto know more besides books, isn&acute;t it?
学生回答这些问题后，及时导入新课，提问：
Do you know who invented the com-puter?
When was it invented?Now. let&acute;scome to Unit9 SectionA to find out the an-swers.
活动设计意图：“良好的开端是成功的一半”，我根据课文内容和学生的年龄特点创设这一情境，激发学生的求知欲，使学生进入最佳的学习状态，在这种状态下接着讲授新课。
展示电视机图，提问：
1 )What&acute;s this in English? Is it a com-puter?
2)Who was the inventor of TV?
3 )Is this invention useful?
这几个问句引出本课的生词：
invent invention inventor inventive
老师讲解词义和构词法，接着展示其他几幅图，学生轮流用英语快速说出所有物品名称，然后回答下列问题：
What&acute;s the most usefulinvention?
Who invented it?
When was it invented?
What was it used for?
从而巧妙地引出本课的重点句型，然后让学生运用这些句型分小组进行操练。
这一环节，贯彻了直观性和循序渐进的原则。
活动设计意图：通过提问和抢答实现了两个教学目标——单词和句型的掌握和运用。
3．视听联想，加深理解
告诉学生准备好辨图、听声，然后说出物品发明时间及用途，（简笔画）黑板上画简笔画，让学生分组抢答后，请1-2个学生用下面的语言结构说出：
The invention is…It was invented in- -by… And it is used for…
接着播放汽车喇叭声、自行车铃声及电话铃声等，让学生听声音说出
物品的名称、发明的时间和用途。
以上操练利用了视听联想手段，发挥学生的想象力，培养他们的发散思维和观察、分析问题的能力，通过积极思维达到自主学习的目的。
4．合作小结，拓展延伸
为了让学生学懂会用，学以致用。
我创设以下语言情境：
(1)设置几个问题让学生分组讨论
A. If you are a scientist, what do youwant to invent most? Why?
B. Who do you think is the greatest in-ventor in the world? Why?
C. What do you think is the most inter-esting invention? Why?
D. If you had money, what would youlike to own? Why?
小组成员对讨论的结果进行整理后，请一名代表向全班同学展示小组讨论结果。
(2)发明给我们带来了什么？
学生分小组列出教室里或书包内的十项发明，并填入表格。
在小组内根据发明的用途进行讨论，哪些发明对人类有益，哪些发明给人类带来了烦恼。
What do you think is the most helpfulinvention?
What do you think is the most boringinvention? Why?
活动设计意图：这一环节体现了学以致用的语言教学原则，优化英语课堂教学过程的其中一个重要方面便是丰富和拓宽教学内容，培养学生的创造精神以及发散思维。
给学生提供一种协作学习的环境。
这种形式有利于师生之间、学生之间相互传递和接受信息，有利于激励学生参与，实现课堂教学交际化。
5．探究应用，练中巩固
为了引导学生牢固地掌握所学过的知识，结合本课语法，被动语态过去时的用法，我设计了以下练习：
(1)听力练习
完成课本上1b Listen and match theinventions with the date.
(2)选择填空
1. The cup is used for___tea.
A. drink
B.drinks
C.drinking D．to drink
2.The tall building near here____in 1987．
A.was put up
B.was puffing up C．is buih D．has built。