When+was+it+invented？++Section+A+1a-2d 人教版英语九年级全册+
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学生活动1
Make conversations .
Ask and answer
活动意图说明：
通过图片帮助学生理解invention的含义，引出更多发明名称，为下一步谈论发明作好词汇准备。
环节二：Activity 2
教师活动2Work on 1a
1.Ask students to think about the following questions: Can you guess which one of them was invented first ?Which oneof them was invented last ?Was the TV invented before the car or after the car ?
【how】
Section A介绍了我们生活中的一些常见物品的发明历史，介绍它们被发明的时间，被什么人发明及其作用或发展等，从语言结构上学习一般过去时的被动语态。1a-1c是整个Section A的基础。本部分输入了本单元的重要语言结构When was it invented ?It was invented in ...活动2a-2d侧重听说互动，的对单元话题的深化和拓展。
课题
Unit 6 When was it invented ?
课型
听说课√语法课口阅读课口写作课口其它课__________
教材（语篇）分析：
【what】
本节课是一节听说课，教材以“When was it invented”为话题。
【why】
通过听说活动，充分练习了被动语态的基本结构，同时也了解了更多发明的历史。
教的活动3Work on 1b
1.Call the students’ attention to the inventions in the picture . Ask four students to say names of them . Then ask them to see the dates with a blank line in front of each . Read the dates together.
教学目标：
通过本课学习，学生能够：
1.学生能学会重点词汇以及目标语言。 （学习理解）
重点单词及短语：invent, invention , inventor , calculator
目标语言：A:When was the telephone invented ?
B: I think it was invented in 1876.
T: When was the computer invented ? S1:1971.
T:OK. The computer was invented in 1971.
Repeat the process with other inventions .
学生活动2
Discuss with groupmates .
Learn the new words.
Ask and answer
Work in pairs .
活动意图说明：
先通过让学生猜测的先后顺序，激发学生的好奇心和求知欲，同时引出句型I think it was invented before /after ...为后买你的学习作知识和语言ve the students look at the sample conversation in the box . Ask two students to read this conversation to the class：
2.Call the students’attention to the pictures . Have students guess and write the dates on the blackboard . Ask the class to repeat the questions and answers like this :
3.通过学习懂得科学发明改变了人类生活。 （迁移创新）
9教学重难点
重点：询问发明的时间、发明人及用途。
难点：使用过去时的被动语态谈论发明历史。
学习活动设计
教师活动
学生活动
环节一：Activity 1
教师活动1Lead-in
Show pictures of the four great inventions . Say“Today we are going to talk about inventions . Do you know what an invention is ? These are the four great inventions in ancient China . They were invented a long time ago .“Show some pictures about modern inventions . Tell students that all of these things were invented in last last 150 years . Point to each pictures and students tell what it is . Then write the names of the inventions .
学情分析：
（一）自然情况
学生在上一个单元对被动语态的一般现在时形式已经有了初步的认识。
（二）已有基础
初三学生求知欲强，兴趣广，对于历史上的发明有一定的了解。
（三）存在问题
由于学生的自觉性差，很少自觉地复习预习，学过的词汇句型可能已经不在熟悉。
（四）解决措施
教师可让他们体会被动语态的结构和表意功能。在听说训练过程中，让学生通过自主和合作学习的方式进行句式结构的语言输入，并设计相应的任务，鼓励学生运用所学进行语言实践，并就原材料话题对学生进行生态环保方面的人文教育。
A: Who was it invented by ?
B: It was invented by Bell .
A: What was it used for ?
B: It was used for ...
2.帮助学生认识主动语态与被动语态的区别并能正确使用一般过去时的被动语态谈论发明历史。 （应用实践）
Make conversations .
Ask and answer
活动意图说明：
通过图片帮助学生理解invention的含义，引出更多发明名称，为下一步谈论发明作好词汇准备。
环节二：Activity 2
教师活动2Work on 1a
1.Ask students to think about the following questions: Can you guess which one of them was invented first ?Which oneof them was invented last ?Was the TV invented before the car or after the car ?
【how】
Section A介绍了我们生活中的一些常见物品的发明历史，介绍它们被发明的时间，被什么人发明及其作用或发展等，从语言结构上学习一般过去时的被动语态。1a-1c是整个Section A的基础。本部分输入了本单元的重要语言结构When was it invented ?It was invented in ...活动2a-2d侧重听说互动，的对单元话题的深化和拓展。
课题
Unit 6 When was it invented ?
课型
听说课√语法课口阅读课口写作课口其它课__________
教材（语篇）分析：
【what】
本节课是一节听说课，教材以“When was it invented”为话题。
【why】
通过听说活动，充分练习了被动语态的基本结构，同时也了解了更多发明的历史。
教的活动3Work on 1b
1.Call the students’ attention to the inventions in the picture . Ask four students to say names of them . Then ask them to see the dates with a blank line in front of each . Read the dates together.
教学目标：
通过本课学习，学生能够：
1.学生能学会重点词汇以及目标语言。 （学习理解）
重点单词及短语：invent, invention , inventor , calculator
目标语言：A:When was the telephone invented ?
B: I think it was invented in 1876.
T: When was the computer invented ? S1:1971.
T:OK. The computer was invented in 1971.
Repeat the process with other inventions .
学生活动2
Discuss with groupmates .
Learn the new words.
Ask and answer
Work in pairs .
活动意图说明：
先通过让学生猜测的先后顺序，激发学生的好奇心和求知欲，同时引出句型I think it was invented before /after ...为后买你的学习作知识和语言ve the students look at the sample conversation in the box . Ask two students to read this conversation to the class：
2.Call the students’attention to the pictures . Have students guess and write the dates on the blackboard . Ask the class to repeat the questions and answers like this :
3.通过学习懂得科学发明改变了人类生活。 （迁移创新）
9教学重难点
重点：询问发明的时间、发明人及用途。
难点：使用过去时的被动语态谈论发明历史。
学习活动设计
教师活动
学生活动
环节一：Activity 1
教师活动1Lead-in
Show pictures of the four great inventions . Say“Today we are going to talk about inventions . Do you know what an invention is ? These are the four great inventions in ancient China . They were invented a long time ago .“Show some pictures about modern inventions . Tell students that all of these things were invented in last last 150 years . Point to each pictures and students tell what it is . Then write the names of the inventions .
学情分析：
（一）自然情况
学生在上一个单元对被动语态的一般现在时形式已经有了初步的认识。
（二）已有基础
初三学生求知欲强，兴趣广，对于历史上的发明有一定的了解。
（三）存在问题
由于学生的自觉性差，很少自觉地复习预习，学过的词汇句型可能已经不在熟悉。
（四）解决措施
教师可让他们体会被动语态的结构和表意功能。在听说训练过程中，让学生通过自主和合作学习的方式进行句式结构的语言输入，并设计相应的任务，鼓励学生运用所学进行语言实践，并就原材料话题对学生进行生态环保方面的人文教育。
A: Who was it invented by ?
B: It was invented by Bell .
A: What was it used for ?
B: It was used for ...
2.帮助学生认识主动语态与被动语态的区别并能正确使用一般过去时的被动语态谈论发明历史。 （应用实践）