人教版九年级英语Unit-6-When-was-it-invented-教案

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人教版九年级英语Unit 6 When was it invented 全单元教案

Unit 6When was it invented?Language Goal【语言目标】Talk about the history of inventions Knowledge Goals【知识目标】Key Wordsstyle，project，pleasure，daily，website，pioneer，list，mention，ruler，boil，remain，smell，national，trade，doubt，fridge，low，somebody，translate，lock，ring，earthquake，sudden，bell，biscuit，cookie，musical，instrument，sour，customer，Canadian，divide，basket，hero，nearlyKey Phrases have a point，by accident，take place，without doubt，all of a sudden，divide…into，not only…but also…，look up to，the Olympics，by mistakeKey Sentences1.—When was the telephone invented?—I think it was invented in 1876.2．—I think the TV was invented before the car.—Well，I think the TV was invented after the car.3．—Who was it invented by?—It was invented by Whitcomb Judson.4．—What is the hot ice－cream scoop used for?—It's used for serving really cold ice－cream. 5．The telephone was invented by Alexander Graham Bellin 1876.Key Grammar Learn to use passive voice in past tense to talk about inventions.Learn the special questions and answers.Ability Goals 【能力目标】1.Develop listening，speaking，reading and writing skillsby using the target languages.2．Learn to talk about the history of inventions and ask when，who and what questions about the famousinventions and answer them.Moral Goals 【情感目标】1.With the help of this unit's study，students can learn about the important inventions and how they have changed the world and the life of human beings. 2．Learn from the inventors and work hard at our lessons.Teaching Time【课时】Five periodsPeriod 1Section A(1a－2d) Period 2Section A(3a－4c)Period 3Section B(1a－1e)Period 4Section B(2a－2e)Period 5Section B(3a－3b) & Self Check本单元围绕“发明”这一话题，学习了解一些重要发明的历史，教学一般过去时的被动语态。

九年级英语全册 Unit 6 When was it invented教案 (新版)人教新目标版

Unit 6 When was it invented?The First PeriodSection A(1a-2d)Ⅰ.Teaching aims1.Knowledge aims：(1)Key words:style,project,daily,website,pioneer,list,mention(2)Key phrases:be used for,the style of,my pleasure,such a great invention,in our daily lives,have a point(3)Important sentences：①I think TV was invented before the car.②What are they used for?③Is it really such a great invention?④At that time,it wasn’t used widely.2.Ability aims: Learn to talk about past inventions using “was done”.3.Emotion aims:Improve students’ interest in invention.Ⅱ.Important points:Learn to express own ideas using “was done”.Ⅲ.Difficult points:Understand and master the history of invention.Ⅳ.Teaching ProcessStep 1 Warming upShow some pictures to students about inventions.T:When do you think TV was invented?S:I think TV was invented before the car.T:What about you?S:Well,I think TV was invented after the car.Step 2 Listening1b Listen and match the inventions with the years.2a Listen and number the inventions [1-3] in the order you hear them.2b Listen again and complete the chart below.Make students learn about more inventions and what they are used for.Step 3 Pairwork1c Make conversations.Student B,cover the dates.Student A,ask student B when the things in the picture in 1b were invented.Then change roles and practice again.A:When was the telephone invented?B:I think it was invented in 1876.2c Make conversations using the information in 2b.Role-play the conversation.Step 4 Read and act2d Ask students to read the conversation in 2d by themselves.Listen to the tape and repeat after it.Work in pairs and then correct their mistakes.Language points1.invent的用法invent v.发明invention n.发明inventor n.发明者Edison was a great inventor.He invented a lot of things.爱迪生是一个杰出的发明家，他发明了许多东西。

人教版英语九年级全册Unit6WhenwasitinventedSectionA1a2d教学设计

-学生对一般过去时态的准确运用，特别是在描述发明历史时的正确时态使用。
-学生在听力训练中，对细节信息的捕捉和推理能力的提升。
2.过程与方法方面的重难点：
-如何引导学生通过合作学习，提高口语表达和书面表达能力。
-如何设计有效的课堂活动，让学生在实践中掌握英语知识。
3.情感态度与价值观方面的重难点：
-培养学生对于科技发明的兴趣，以及对于创新精神的重视。
-结合我国科技发展的实际案例，激发学生的民族自豪感。
-引导学生探讨科技发明对生活的影响，培养他们的创新意识和实践能力。
四、教学内容与过程
（一）导入新课
1.教师通过展示一张包含各种发明物品的图片，如电话、电视、电脑等，引发学生对发明创造的思考，激发学生的学习兴趣。
-提问：“Can you guess what these things are? How do you think our lives would be without these inventions?”
2.学生分享他们对发明的认识和看法，教师总结并引出本节课的主题：“When was it invented?”
3.教师通过播放一段关于发明历史的短视频，让学生了解人类发明创造的伟大历程，为新课的学习做好铺垫。
（二）讲授新知
1.教师带领学生学习本节课的核心词汇和短语，如"invent", "telescope", "radio", "flight", "electricity", "translate"等，通过例句、图片和实物展示等方式，帮助学生理解和记忆。
（三）情感态度与价值观
1.培养学生对科学发明和创新的兴趣，激发学生的探究欲望，使学生认识到科技对社会发展的推动作用。

人教版九年级英语全册Unit6Whenwasitinvented(3a3c)教学设计

6.课后布置拓展任务，如让学生采访家人或朋友，了解他们知道的发明物，并用英语进行描述。这样既巩固了课堂所学，又培养了学生的自主学习能力。
7.教学评价方面，采用多元化的评价方式，关注学生的过程性评价，鼓励学生自我反思和同伴评价，提高学生的自我认知和自信心。
8.针对学生的个体差异，实施分层教学，为不同水平的学生提供适宜的学习任务，使他们在原有水平上得到提高。
1.学生在语法知识方面的掌握程度，特别是对一般过去时态的应用。
2.学生在词汇方面的需求，尤其是与发明创造相关的词汇。
3.学生在听说读写方面的能力差异，制定合适的教学策略。
4.学生对科技发明史的兴趣和认知程度，以便调整教学内容和方法。
针对学生的学情，教师应采用多样化的教学手段，如情境教学、任务驱动、合作学习等，激发学生的学习兴趣，提高他们的学习积极性。同时，教师还需关注学生的情感需求，营造一个充满关爱与鼓励的课堂氛围，使学生在轻松愉悦的环境中学习英语，提升他们的英语素养。
3.设计丰富的课堂活动，如小组讨论、角色扮演、思维导图等，引导学生主动参与，培养他们的合作意识和思维品质。
4.针对学生的听说能力，设计不同难度的练习，逐步提高学生的听说水平。例如，先进行3c部分的对话练习，然后让学生自主编写类似对话，进行角色扮演。
5.在教学过程中，注重语法知识的渗透，结合具体实例，让学生在实践中掌握一般过去时态的用法。
3.学生能够通过3c部分的对话练习，提高听说能力，学会询问和回答关于发明物的历史背景、影响等问题。
4.学生能够运用所学知识，进行小组讨论，共同编写一个关于发明物的简短对话或故事。
（二）过程与方法
1.通过小组合作、讨论、分享的方式，培养学生合作学习的能力，提高学生的思维品质。
2.通过阅读、听力训练，培养学生的英语语感，提高学生的阅读理解能力和听力水平。

人教版九年级英语Unit 6 When was it invented 教案

课题：Unit 6 When was it invented? 教学设计教学目标1. 语言知识目标：一、重点词汇：invent，invention，inventor ，calculator二、通过问答，掌握以下句型：1. A: When was the telephone invented?B: I think it was invented in 1876.2. A: What are they used for?B: They’re used for seeing in the dark.三、1.正确运用被动语态谈论重要的发明的历史和用途。

2.掌握一般过去时态的被动语态, 由was/were +过去分词构成。

学会单词invent, 以及be used for 的用法备注2. 情感态度价值观目标：通过熟悉我们周围经常使用发明物的历史来开阔眼界，丰富自己的阅历，使自己养成勤于思考，善于总结的好习惯。

重难点1. 教学重点：1) 熟练掌握以下词汇：style, project, pleasure, mention2) 正确运用被动语态谈论重要的发明的历史和用途。

3）掌握一般过去时态的被动语态, 由was/were +过去分词构成。

学会单词invent, 以及be used for 的用法。

2. 教学难点：被动语态/be used for 的用法。

教学方法任务型教学法，听说法课时SectionA 1a-2d 教学准备PPT 收音机教学过程第一课时创设情境目标领航Ⅰ. Lead inShow 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(computer，television，telephone and car). Tell students that all of these things were invented in the last 150 years，Point to each picture and let students tell what it is. Then write the names of the inventions.设计意图：通过图片帮助学生理解invention的含义，引出更多发明名称，为下一步谈论发明做好词汇准备。

九年级英语全册 Unit 6 When was it invented单元教案 (新版)人教新目标版.doc

When was it invented 单元主题Unit 6 When was it invented?教材分析本单元主要围绕“发明”而展开一系列学习活动，介绍了我们日常生活中一些常见物品的发明历史，同时呈现了本单元的语言结构被动语态的过去时。

Section B 依然围绕发明创造这个话题，使得学生继续学习和巩固相关的内容和语言知识。

在整个学习过程中学生对本单元语言目标加以巩固，综合能力得以提升。

单元教学目标一、知识与技能1. 词汇：style，project，pleasure，website，pioneer，list，ruler，smell．trade．doubt，customer，instrument，boil，mention, remain，etc.2. 能正确使用被动语态的过去时。

3. 能力目标：能简要讨论发明的历史。

二、过程与方法灵活运用教材，从所教学生的实际水平和语言能力出发，调整和取舍教学内容，合理安排本单元的课时数，设计好每课时的教学内容。

三、情感、态度与价值观1．通过课堂的合作互动，增进同学间的了解，增进感情。

2．培养学生们对英语的兴趣。

3.了解一些近现代发明的时间及用途，激发自己热爱发明的情感。

培养想象力，善于观察事物。

面对难题，用积极的态度去解决，发挥想象力，认识世界，改造世界。

重难点：一般过去时的被动语态课时安排Period 1：S ection A:1a-1cPeriod 2：Section A:2a-2dPeriod 3：Section A:3a-3cPeriod 5：Grammar Focus: 4a-4c Period 6：Section B:1a-1ePeriod 7：Section B:2a-2ePeriod 7：Section B:3a-Self check。

人教版九年级英语全册Unit6WhenwasitinventedSectionBlale优秀教学案例

4.学生能够通过小组合作，共同完成任务，提高团队合作能力。
（二）过程与方法
1.通过听力练习，培养学生获取关键信息的能力，提高听力理解水平。
2.通过阅读练习，培养学生快速阅读和理解文章的能力，提高阅读理解水平。
3.通过口语练习，培养学生运用英语进行表达的能力，提高口语表达能力。
4.通过小组合作，培养学生分工合作、共同完成任务的能力，提高团队合作能力。
5.作业小结：教师布置作业，要求学生运用一般过去时描述某个发明物的起源时间，并写一篇短文。通过作业的完成，学生能够巩固所学知识，提高写作能力。教师对作业进行批改和评价，关注学生的努力和进步，给予积极的反馈，进一步提高了学生的学习效果。
3.小组合作：教师组织学生进行小组合作，分工合作完成任务，如制作PPT、编写小剧本等。这种教学方式培养了学生的团队合作能力和沟通能力，同时也提高了学生的动手能力和创造力。
4.反思与评价：教师引导学生对自己的学习过程进行反思，让学生认识到自己的优点和不足，明确今后的学习目标。同时，教师对学生的学习成果进行评价，关注学生的努力和进步，给予积极的反馈，提高了学生的学习动力和自信心。
5.通过创新思维训练，培养学生独立思考和解决问题的能力，提高创新意识。
（三）情感态度与价值观
1.学生能够认识到科技发展对人类社会的重要意义，培养对科技的热爱和好奇心。
2.学生能够了解到各种发明物背后的故事，培养对创新和发明家的尊重和敬佩之情。
3.学生能够在学习过程中，积极思考、主动探究，培养自主学习的能力和习惯。
3.利用多媒体手段，如视频、音频等，为学生提供丰富的学习资源，丰富课堂氛围，提高学生的学习积极性。
（二）问题导向
1.设计一系列问题，引导学生通过阅读和听力练习，获取关键信息，培养学生获取和处理信息的能力。

人教版初中英语九年级全册Unit 6 When was it invented 课程教学设计

教学目标6（情感态度目标）
学生能够乐于参与英语活动，敢于用英语表达，积极与他人合作交流，体验自己的学习效果。了解一些发明的历史。
备教学活动
第一课时
活动一1a
一、活动目标
90%学生能够理解和领悟before, after, computer, car, TV, telephone,zipper,air-conditioner, microwave oven, light bulb等词语的基本含义；80%学生能够利用读音规则和音标读词汇，利用图片理解词义。(达成教学目标1中的1a目标)
10-（8）明确目标，制定计划，
10-（9）了解并跨文化交际（恰当使用）。
四、情感态度
11．乐于参与英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。
备教学
重、难点
内容
课标具体知识、技能、文化目标
知识与技能、文化意识的重、难点内容
课标具体策略目标选择
section A
section B
目标1
7.每天课外阅读量最少达到750词。
（四）写
8.能运用…..词汇和…..语言形式以及参照范例（文章结构）简单描述人物或事件等，包括起草和修改。
二、文化意识
9.了解语言和语用的文化因素，体验跨文化交际。
三、学习策略
10-（1）利用读音规则和音标拼读词汇，利用上下文、非语言信息等理解词义，联想学习和记忆词汇，构词法等。
10-（9）
备注：
目标7要求每天课外阅读至少750词
目标11乐于参与英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。
Section A
备学情
（15分）
预测学生可能达到的程度：（85）%以上的教学目标能够实现。

人教版九年级英语《Unit6Whenwasitinvented？》SectionA教学设计2

人教版九年级英语《Unit 6 When was it invented？》Section A教学设计2一. 教材分析人教版九年级英语《Unit 6 When was it invented?》Section A主要介绍了与发明物相关的动词短语和一般过去时的被动语态。

本节课的主要内容包括三个部分：阅读文本、听力练习以及口语交流。

通过本节课的学习，学生能够掌握与过去相关的被动语态的运用，以及学会如何运用动词短语描述事物的发明时间。

二. 学情分析九年级的学生已经掌握了英语学习的基本语法和词汇，具备一定的阅读和听力能力。

但是，对于一般过去时的被动语态和与发明物相关的动词短语的运用，部分学生可能还存在一定的困难。

因此，在教学过程中，需要针对学生的实际情况进行针对性的教学。

三. 教学目标1.知识目标：学生能够掌握一般过去时的被动语态，以及与发明物相关的动词短语。

2.能力目标：学生能够运用所学的动词短语和被动语态进行简单的口语交流和写作。

3.情感目标：通过学习，学生能够增强对科技发展的兴趣和好奇心。

四. 教学重难点1.重点：一般过去时的被动语态的运用。

2.难点：与发明物相关的动词短语的运用。

五. 教学方法1.任务型教学法：通过设计各种任务，让学生在实践中学习和运用语言。

2.情境教学法：创设各种情境，让学生在真实的语境中学习和运用语言。

3.交际法：通过小组讨论和角色扮演等方式，让学生进行真实的交际。

六. 教学准备1.教师准备：备好相关的教学材料，如PPT、教案等。

2.学生准备：预习相关的词汇和语法知识。

七. 教学过程1.导入（5分钟）通过展示一些常见的发明物，如手机、电视等，引导学生谈论这些发明的出现时间，引出本节课的主题。

2.呈现（10分钟）通过PPT展示本节课的主要内容，包括一般过去时的被动语态和与发明物相关的动词短语。

让学生边看PPT边跟读，加强记忆。

3.操练（15分钟）设计一些简单的口语练习，让学生运用所学的动词短语和被动语态进行练习。

人教版九年级英语Unit-6-When-was-it-invented-教案

Unit 6 When was it invented?一．教材分析本单元涉及内容是本书当中比较重要的一部分。

被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。

另外通过对我们熟悉经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。

二、教学目标1）知识目标扩容新单词，提高阅读能力。

理解和良好运用被动语态。

2）技能目标能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发表自己的看法，并说明理由。

3）情感目标使学生懂得人类的科学发明创造了丰富的物质文明。

培养学生的创造发明的能力和愿望三、教学重点掌握一般过去时的被动语态四、教学难点弄清主动语态与被动语态的差异，通过练习和运用加以巩固五、教法运用本单元主要采用任务型教学。

在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。

六、教学手段1）多媒体辅助：使用自制的课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。

2）非测试性评价：重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。

因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。

七、教学效果预测；1．能够掌握被动语态，并运用到一定的语言环境。

2．通过多媒体和任务的完成学生会突破难点，产生一定创造精神。

3．能完成教学目标，调动学生学习热情。

八、课时安排：6课时九、教学程序Period One Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词： heel, scoop, electricity, style, project, pleasure, zipper,daily, website, pioneer, list, mention能掌握以下句型：①—When was the telephone invented?—I think it was invented in 1876.②—What are they used for? —They are used for seeing at night.2) 能谈论物品被发明的时间、发明者，表达某发明的用途。

人教版英语九年级全册Unit6WhenwasitinventedSectionB优秀教学案例

2.学生在小组内分工合作，搜集资料、整理信息、设计展示形式等。
3.各小组在班上进行展示，分享自己的研究成果，其他学生给予评价和反馈。
（四）反思与评价
1.教师引导学生对自己的学习过程进行反思，总结自己的学习成果和不足之处。
2.学生互相评价，给予同伴鼓励和建设性的意见。
3.教师对学生的学习情况进行总结和评价，强调学生的优点，提出改进建议，为学生的后续学习提供指导。
3.小组合作：教师将学生分成小组，让他们选择一个科技产品进行调查、研究和展示。这种小组合作的方式有助于培养学生的团队协作能力和自主学习能力，使学生在互动和交流中提高自己的英语水平。
4.反思与评价：教师引导学生对自己的学习过程进行反思，总结自己的学习成果和不足之处。学生之间互相评价，给予同伴鼓励和建设性的意见。教师对学生的学习情况进行总结和评价，强调学生的优点，提出改进建议。这种反思与评价的方式有助于提高学生的自我认知和自我调整能力，使他们不断优化自己的学习方法。
（二）过程与方法
1.学生通过自主学习、合作学习和探究学习等方式，提高自己的英语学习能力和团队协作能力。
2.学生在教师的引导下，运用批判性思维和创造性思维，探讨科技产品对社会生活的影响。
3.学生通过听、说、读、写等多种方式，提高自己的语言运用能力和思维品质。
（三）情感态度与价值观
1.学生能够认识到科技产品对社会生活的重要性和影响，培养自己正确使用科技产品的意识。
三、教学策略
（一）情景创设
1.教师通过展示各种科技产品的图片或实物，引导学生谈论科技产品的发展变化，激发学生学习兴趣。
2.教师创设真实语境，如模拟商店、家庭场景等，让学生在具体情境中运用所学词汇和表达方式。
3.教师设计有趣的互动游戏，如“科技产品猜谜”等，让学生在轻松愉快的氛围中学习本节课的主要内容。

人教版初中英语九年级全册Unit6Whenwasitinvented教学设计

2.针对学生对科技发明类文章阅读理解困难的问题，教师应引导学生学习课文，帮助他们掌握阅读策略，提高阅读理解能力。
3.九年级的学生正处于青春期，他们对新鲜事物充满好奇，教师可以充分利用这一点，激发学生对科学发明的兴趣，使他们更积极主动地参与到课堂学习中。
4.学生在团队合作方面已有一定的基础，教师可以组织多样化的小组活动，培养学生的团队协作能力和口语表达能力。
2.利用小组合作学习，培养学生的团队协作能力和口语表达能力。
3.通过问题引导，激发学生的思考，培养他们独立思考和解决问题的能力。
4.利用多媒体教学手段，如图片、视频等，丰富教学资源，提高学生的学习兴趣。
（三）情感态度与价值观
1.培养学生对科学发明的兴趣，激发他们探索未知、创新创造的欲望。
2.培养学生尊重知识产权的意识，了解发明家为人类社会发展所做的贡献，树立正确的价值观。
c.采用问题链的形式，引导学生深入阅读课文，通过提问、讨论等方式，帮助学生理解课文内容，并培养他们的批判性思维。
d.创设互动式学习环境，鼓励学生提问和分享，使课堂成为知识交流的平台。
2.教学步骤设想：
a.导入新课：通过展示一些发明物品的图片，激发学生的兴趣，引导他们猜测这些物品的发明时间，自然引入被动语态的学习。
人教版初中英语九年级全册Unit6Whenwasitinvented教学设计
一、教学目标
（一）知识与技能
1.了解并掌握一般过去时的被动语态，能够运用被动语态描述物品的发明时间及相关背景。
2.学会并熟练运用本节课的重点词汇，如“invent”, “telescope”, “electricity”, “flight”等，以及与发明相关的词汇。
3.课后作业设想：
a.设计与课堂活动相关的作业，如让学生选择一ห้องสมุดไป่ตู้发明物品，用英语介绍其发明时间、发明者等，强化学生对被动语态的应用。

2017年新人教版初中英语九年级英语精品教案unit6-when-was-it-invented

2017年新人教版初中英语九年级英语精品教案Unit 9 when was it invented?The First Period一、预习引导Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabulary invent（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?Ⅱ．Teaching Key Points1．Key V ocabularyinvent2．Target LanguageTalk about the history of inventions．Ⅲ．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．Ⅳ．Teaching Methods1．Listening．2．Groupwork．3．Pairwork．Ⅴ．Teaching Aids1．A tape recorder．2．Some pictures or real objects of the inventions．二、自主学习Ⅵ．Teaching ProceduresStep I 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 Ⅱ1aThis 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．．Have several different students guess and write the dates on the board．Ask the class to repeat the questions and answers like this．T: When was the computer invented?Class repeat．S S: When was the computer invented?T: Good．Now Tom, what is your guess?S1: 1965．T: OK．Tom, repeat after me．The computer was invented in 1965．T: Class, please repeat．S S: The computer was invented in 1965．Repeat the process with several different inventions．Tell the children that they will find out the real dates after they complete the lesson．After that, ask the students the questions below:Questions:1．Which one do you think is the oldest?2．Which one is the newest?3．Which one do you think is the oldest or the first invention? 4．Which one is the newest or last invention?Ask different students to answer the questions．Have the students look at the example conversation in the box．Ask two students to read this conversation to the class．A: I think the telephone was invented before the car．B: Well, I think the telephone was invented after the car．Read the instructions again to the students．Remind them to remember the inventions from first to last．Then have the students talk about the five inventions in groups of four, using the sample conversation as a model．Ask several groups to tell the class their answers．The rest of the class listen to them and show they have different answers by raising their hands．In the next activity you will find out the real dates．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Get the whole class to read the instruction together．Call the students’ attention to the five inventions in the picture．Ask five students to say the names of them．Then ask them to see the five dates with a blank line in front of each．We’ll listen to a girl and a woman talking about the five inventions．They will talk about when they were invented．Listencarefully and match the inventions and the dates．Write the correct letter in front of each date as the sample given．Ask them to have a look at the sample answer．Tell them the answer in front of 1876 is d．That means that the telephone, which is letter d, was invented in 1876．Play the recording the first time．The students only listen and try to catch the main idea．Play the recording a second time．Let the students match the inventions and the dates．Check the answers by asking several to say the answers to the class．If some of the answers are hard to get for the children, tell them not to worry and they will make it next．Then play the recording again．Pause after each sentence and let the students repeat．For some difficult sentences, get the students to repeat several times．Be sure that they make everything clear．Answersd 1876 a 1885e 1927 c 1971 b 1976三、合作探究Step Ⅳ1cThis activity provides guided oral practice using the target language．Read the instructions and point to the list of dates in Activity 1b．You will be talking about the dates things were invented with a partner．Call the students’ attention to the example in the box．Ask a pair of the students to read this conversation to the class．S A: When was the telephone invented?S B: I think it was invented in 1876．Write the conversation on the blackboard．Then get the students to practice in pairs, using the information in Activity 1b．Tell them to do it like this:Student A, covers the dates．Students B, asks Student A when the things in the picture above were invented．Then change roles and practiceagain．Ask several pairs to share their conversations with the class．四、归纳小结Step ⅤSummaryIn this class, we’ve learned to talk about the history of inventions with passive voice．We’ve also done some listening practice in understanding the target language in spoken conversation．And we’ve done much oral practice, using the target language．五、拓展延伸Step ⅥHomework1．Write out two conversations in Activity 1a．2．Write out two conversations in Activity 1c．Step Ⅶ教学反思Unit 10 When was it invented?The Second Period一、预习引导I．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularybe used for, adjustable, heel, battery, operate, slipper, scoop, electric （2）Target LanguageWhen was the car invented?It was invented in 1885．Who were they invented by?They were invented by Julie Thompson．What are they used for?They are used for seeing in the dark．2．Ability Objects（1）Train the students’ listening skill．（2）Train the students’communicative competence using the target language．（3）Train the students to use the new vocabulary．Ⅱ．Teaching Key Points（1）Listening practice with the target language．（2）Make communications with target language．（3）Teach the new vocabularyⅢ．Teaching Difficult Points1．Teaching the Grammar Focus．2．The listening practice with the target language．3．Make communications with the target language．Ⅳ．Teaching Methods1．Listening2．PairworkⅤ．Teaching AidA tape recorderⅥ．Teaching Procedures二、自主学习Step I Revision1．Check the homework．2．Revise the target language learned last class．Get the students to ask and answer questions in pairs like this：S A: When was the telephone invented?S B: I think it was invented in 1876．Tell them to ask about all the five inventions．Step Ⅱ2aThis activity provides listening practice with the target language and review new vocabulary about inventions．Point to each one and teach them to read．Do it several times until the children can read them well．Ask a few students to read the new words．See if they can read each word correctly．Ask the students to read the instructions together．Write the names of the inventions on the blackboard:Shoes with adjustable heelsbattery operated slippersheated ice cream scoopRead the three names of the inventions and the students repeat．Do some explanation as well．Then point to the picture of each invention and ask students what they think is interesting about it．You’ll hear about some interesting inventions．Please listen and numberthe three inventions in the order that you hear them in the conversation．Write a number in front of each invention to show what order you hear about them．Play the recording the first time, students only listen．Then play the recording again．Ask the students to write a number on each short line in front of each invention．Check the answers by asking a student to tell the answers．AnswersThe inventions should be numbered in this order:3 1 2三、合作探究Step Ⅲ2bThis activity provides guided listening practice using the target language．Get the students to read the instructions together．Be sure that each student knows what to do．Read the three headings Inventions, who was it invented by?and what is it used for?Then read the information under each heading．Do some explanation if necessary．You’ll hear the same recording again．Please listen carefully to what the people are saying and draw lines to match items in the chart．Call the students’attention to the three-part sample given in the chart．Read it to the class and explain it like this:The sample means the shoes with adjustable heels were if invented by Jayce Coziar and Jimie Ellsworth．They are used for changing the style of a shoe．After that, play the recording again and the students draw lines to match the items in the three columns．Check the answers by asking three different students to read their answers to the class．At last, play the recording for another time and pause after each sentence．The students repeat after it sentence by sentence．Do some explanation if necessary．Make sure that everyone understands all the details about the conversation．Answersshoes with adjustable heels Jayce Coziar and Jamie Ellsworth——changing the style of a shoe battery operated slippers Julie Thompson seeing in the dark heated ice cream scoop Chelsea Lanmon scooping really cold ice cream．四、训练巩固Step Ⅳ2cThis activity provides guided oral practice using the target language．Read the instructions to the students．Ask a pair of the students to read the sample conversation．S A: What are they used for?S B: They’re used for seeing in the dark．Get the students to ask about the three inventions first, using the information in the chart in Activity 2b．Then let them role play the conversations using the information in the chart in Activity 2c．Get them to make their own conversations using the information in the chart in Activity 2c like this:（Pointing to the inventions）A: What are these?B: They are battery-operated slippers．A: What are they used for?B: They are used for seeing in the dark．A: Who were they invented by?B: They were invented by Julie Thompson．Ask the students to work in pairs．Move around the classroom checkingprogress and providing help if needed．Check the answers by calling on different pairs to say their conversations for the class．StepⅤGrammar FocusThis activity introduces the target language with the Passive V oice．Call the students’ attention to the sentences in the grammar box．Ask four pairs of the students to read the questions and answers in the grammar box．S A: When was the car invented?S B: It was invented in i885．S A: When were electric slippers invented?S B: They were invented last year．S A: Who were they invented by?S B: They were invented by Julie Thompson．S A: What were they used for?S B: They were used for seeing in the dark．Write them on the blackboard．Let the student think about the structures of these sentences．Tell them that when the subject of the sentence is the doer, we have to use be plus a past participle as the predicate of the sentence．Circle the words was and were in all the sentences．Ask: When do we use was in the questions, and were in the questions? Underline the singular nouns and plural nouns．Singular items like car use the singular verb was．Plural items like slippers use the plural verb were．Circle the word invented in all the sentences．You always use a past participle when you use was plus a verb or were plus a verb．And you can tell the doer with by．Say something about be used for to the children．五、归纳小结Step ⅥSummaryIn this class, we’ve done some listening and writing practice with the target language．We’ve also done some oral practice in pairs．And we’ve discussed the Passive V oice as well．六、拓展延伸StepⅦHomework1．Try to remember the new vocabulary on page 77．2．Write down two conversations in activity 2c．StepⅧ教学反思Unit 10 When was it invented?The Third Period一、预习引导Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularybulb, light bulb, microwave, oven, microwave oven, island（2）Target LanguageWhat is the microwave oven used for?It is used for cooking．2．Ability ObjectsTrain the students’ writing and speaking skills with the target language．3．Moral ObjectsIf you are alone on a tiny island, what inventions would you like to have on the island with you?Ⅱ．Teaching Key Points1．Talk about the helpful inventions and annoying inventions．2．Guide the students to discuss their opinions on the inventions．Ⅲ．Teaching Difficult Points1．Discuss the opinions on the inventions．2．Use the target language to describe the inventions．Ⅳ．Teaching Methods1．Pairwork2．GroupworkⅤ．Teaching AidsSome pictures of the helpful inventions and annoying inventions．Ⅵ．Teaching Procedures二、自主学习Step ⅠRevision1．Revise the three inventions talked last class．Ask about the names of the three inventions．Help the students answer:shoes with adjustable heelsbattery-operated sneakersheated ice cream scoopThen ask the two questions below on each invention:a．Who was it invented by?b．What is it used for?2．Revise the target language with the Passive V oice in Grammar Focus by asking several ones to read the sentences．3．Check the homework．Dictate the words below:bulb, light bulb, microwave oven, islandStep Ⅱ3aThis activity provides practice with listening, speaking, reading and writing using the target language．Call the students’ attention to the three pictures of three inventions．Teach them to read the names of the inventions．Do it like this:T: Look at the first picture, please．We can see the name under the picture．Now read after me, alarm clock．S S: Alarm clock．Do the same with light bulb and microwave oven．Then read the instructions to the students．Explain helpful inventions and annoying inventions to the students like this, showing a picture of a vacuum cleaner,A vacuum cleaner is helpful．Then show a picture of a truck to the class．A very loud truck is annoying．Then let the students look at the three pictures in the textbook．Ask these questions on each invention:1．Is this invention useful or annoying?2．What is it used for?Then ask the whole class ask and answer the two questions above inpairs．Read the instructions to the students again．Point to the chart in the textbook．Tell the students to fill in the blanks with other helpful and annoying inventions on their own．Give the class about five minutes to do this．As they work, move around the’room providing some names of inventions to them and answering questions as necessary．Point out the sample answer in the box before they start writing．After they have all finished, ask some students to read their answers to the class．Then get the students to work with their partners．Have each student talk about their list with another student, asking each other questions．For example,What is your first helpful invention?Why do you think it is helpful?Sample answersHelpful Inventions Annoying Inventions1．bike 1．recorder2．TV set 2．guitar3．computer 3．tractor4．plane 4．loudspeaker5．umbrella 5．mobile phone三、合作探究StepⅢ3bThis activity provides listening and speaking practice using the target language．Ask the students to read the instructions together．I think the most helpful invention is the computer because it has changed the world a lot．Then ask a pair of the students to model the sample dialogue:S A : What do you think is the most helpful invention?S B: I think the most helpful invention is the light bulb．S A: Why is that?S B: Well, it gives people more time to work and play every day．Correct any pronunciation errors．Make sure they are providing a good model．Write the conversation on the blackboard．After that, get the class to work in pairs and complete the work．Please discuss your opinions in Activity 3a with your partner now．Ask some ones to tell the class about their partners’opinions and reasons．They may say like this:Zhang Ming thinks the most helpful invention is the car because it makes our travel easier．四、训练巩固Step ⅣPart 4This activity provides oral practice using the target language．Ask the students to see the picture first．And encourage some students to describe it．They may say like this: The man is alone on a tiny island．He is sitting under a tree and thinking．What can he see around the island is water．Then read the instructions to the class．Do some explanation if necessary．Make sure each student can understand the instructions and know what to do．Tell the class to discuss in groups of four．Imagine that you are alone on a tiny island and you had ever got a chance to choose five inventions you would like to have on the island with you．Each group has to tell what you choose and why．Remind them that they can use all the items mentioned in Activities 1a, 1b, 2a and 3a．And they can also use any other items they can think of as they talk to their partners．Tell them to use the statement in the box as the beginning．Ask two students to read it to the class．S A: I’d like to have a radio because I could listen to music all day．S B: Yes, but that’s not going to help you leave the island．I think it wouldbe better to have…Have the students work in groups of four．Move around the classroom and helping students as necessary．Ask each group to share their statements with the class．Compare their inventions and decide which ones are the most helpful．Sample conversation:A: I’d like to have a radio because I could listen to music all day．B: Yes, but that’s not going to help you leave the island．I think it would be better to have a mobile phone．So you can contact anyone who can save you．C: I don’t agree with you．I think you should choose a computer．It will help you to ask for help from all over the world．五、归纳小结StepⅤSummaryIn this class, we’ve learned more about the inventions．And we’ve done much oral practice talking about the inventions．六、拓展延伸Step ⅥHomework1．Remeber the new words on page 78．2．Write down the conversations in Activity 3 b．3．Write down the conversation in Activity 3c．Step Ⅶ教学反思Unit 10 When was it invented?The Fourth Period一、预习引导Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularysweet, salty, crispy, sour, potato, chip, mistake, by mistake, thin, in the end, chef, sprinkle（2）Target LanguageDid you know potato chips were invented by mistake?No, I didn’t know that．Who invented them?2．Ability Objects（1）Train the．students’ reading, writing, speaking and listening skills with the Target language．（2）Train the students to use the new vocabulary．3．Moral Objectsyou enjoy eating the potato chips?Have you ever thought of the history of the chips?Ⅱ．Teaching Key Points1．Train the students’ reading, writing, speaking and listening skills with the target language．2．Teach the students to use the new vocabulary correctly．Ⅲ．Teaching Difficult PointsDo the listening practice．Ⅳ．Teaching Methods1．Listening2．PairworkⅤ．Teaching Aids1．A tape recorder2．Some bags of potato chips．Ⅵ．Teaching Procedures二、自主学习Step ⅠRevision1．Check the homework by asking some children to read their conversations to the class．2．Ask some questions about the inventions．For example, what do you think is the most helpful invention?3．Dictate the words below:bulb light, microwave oven, island．Step Ⅱ1aThis activity introduces new vocabulary．．Point to each word on the screen and teach the students to read one by one．Do it several times until the children can read the new wordsfluently．Read the instructions to the class．Point out the four adjectives on the left．Have them read the four words together．Then ask some different students to read them．Then ask the students to try to tell the meaning of each word in English in their own words, or give some examples of foods that show what each word means．For example, help the students explain it like this:Sweet is used for describing something that tastes like sugar or honey．It’s the opposite word of sour．After that, ask the Students to tell the names of the foods in the pictures potato chips, lemon, ice cream, tea．Please choose the words in the box to describe how the food in the pictures tastes．Write them under the correct pictures．Note that some pictures have more than one word．Tell them to see the example answer before writing．After a while, check the answers by asking several students to read their answers to the class．Answers:potato chips: crispy, saltylemon: sourice cream: sweettea: sweetOptional activityBring some foods that taste sweet, crispy, salty and sour to the class．Have some students, one at a time, taste little pieces of each food．Then report how the foods taste to the class with the new adjectives, sweet, crispy, salty and sour．Students may one more than one word to describe some foods．三、合作探究Step Ⅲ1bThis activity provides practice using the new vocabulary and writing familiar words．Ask the students to read the instructions together．Point out the four taste words．Then point to the sample answer given．Please write the name of a different food after each word．You can write the name of any food you know in the blank．Can you think of other sweet food now? （apple, orange, etc．）Ask the students to complete the activity on their own．After they all finish writing, ask some students to read their answers to the class．Check the answers with the whole class．Answers:Answers will vary but may include:sweet: apple, orange juice, soda, cake, honeycrispy: french fries, salad, lettucesalty: french fries, olives, pepperoni, pizza, popcornsour: pickle, grapefruit四、训练巩固Step Ⅳ2aThis activity gives students practice understanding the target language in spoken conversation．Let the students read the instructions together．Be sure that they all know what to do．Call the students’attention to the six sentences in the box．Ask six different students to read them and do some explanation in their own words on each sentence．After that, get the students to guess what they will hear about．Maybe someone can answer like this, may listen to something about the potato chips．Show some bags of potato chips them or even let some children taste the chips．Yes．You’ll hear a story about the invention of the potato chips．Please look at the first sentence now．It is a sample answer given．The statement is true so the letter T is circled．Then play the recording first．Students only listen．Play the recording again．Ask the children to listen and circle T for true or F for false．Check the answers with the whole classStepⅤ2bThis activity gives students practice in understanding and writing the target language．Get the students to read the instructions together．Point to the blanks in the sentences in the story and tell them to complete the sentences while they are listening．You’ll listen to the same recording again．Before I play the recording, please try to give the answers by memory, or just by guessing．It doesn’t matter whether your answers are right or wrong．After a while, have the students get ready to listen．Play the recording again．Ask the students to fill in the blanks with the words they hear．Get several students to share their answers with the class．Correct the answers with the whole class．StepⅥ2cThis activity provides guided oral practice using the target language．Play the recording of the history of chips again．Pause for the students to repeat after it．Get the students to read after the tape at least twice．Tell them to try their best to copy the pronunciation of the recording．Read the instructions to the class．Tell them that they will role-play the conversation, using the information from the activities in Activity 2a and Activity 2b．Ask a pair of the students to read the model conversation in the box．S A: Did you know potato chips were invented by mistake?S B: Wow, I didn’t know that．Who invented themS A: They were invented by a chef called George Crum．Write the conversation on the black board．Then ask another pair to make a conversation or continue the model conversation．They may say like this: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: Why was it an accident? Can you tell me the story?A: Well , one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick．B: What happened next?A: So George was unhappy, he cut the potatoes really thin, and he cooked them for a long time until they were crispy．He sprinkled lots of salt on them so they were really salty．He thought the customers would hate them．B: Go ahead, please．A: And the customer loved them and asked for more．B: What a cool story!五、归纳小结Step ⅦSummaryIn this class, we’ve learned to describe how food tastes with some new adjectives．And we’ve done much listening practice on the target language．At last, we did some oral practice by making our own conversations．六、拓展延伸Step ⅧHomework1．Try to remember the new words learned today．2．Write out the conversation that you made by yourselves in Activity2c．StepⅨ教学反思Unit 10 When was it invented?The Fifth Period一、预习引导Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyby accident, beverage, thousand, according, according to, ancient, legend, emperor, boil, fire, leaf, nearly, fall into, remain．notice, produce, pleasant, smell, taste, in this way, metal, pie, flying disk, bakery．Bridgeport, Connecticut, throw, special（2）The reading passage about tea．（3）The writing passage about the flying disk．2．Ability Objects（1）Train the students’ reading skill on how to answer the questions．（2）Train the students’ writing skill by writing an article．（3）Train the students’ speaking skill．3．Moral ObjectsChina is among the leading countries in tea production in the world．Let’s learn some history about the invention of tea．Ⅱ．Teaching Key Points1．The reading passage about tea．2．Lots of new words．3．The writing practice on the invention the flying disk．Ⅲ．Teaching Difficult Points1．To teach the students so many new word in a single class．2．To help the students understand．the reading passage．3．To direct the students to write the article．Ⅳ．Teaching Methods1．Understanding the passage by answering the questions．2．Doing writing practice by writing similar articles to the model one．3．Pairwork．Ⅴ．Teaching Aids1．Some real different kinds of tea and a real flying disk．2．A projector．Ⅵ．Teaching Procedures二、自主学习Step I Revision1．Revise the history of chips by asking the following questions: Were the potato chips invented by mistake?When were they invented?Who invented the potato chips?How were the potato chips invented?2．Dictate the words below:sprinkle, chef, in the end, by mistake, potato chips, crispy, salty, sweet, sour, thin．3．Check the homework．。

人教版九年级英语Unit 6 When was it invented。全单元教案

人教版九年级英语Unit 6 When was itinvented。

全单元教案Unit 6: When Was It Invented?Language Goal:XXX.Knowledge Goals:Discuss the history of ns.XXX words such as style。

project。

pleasure。

daily。

website。

neer。

list。

n。

ruler。

boil。

remain。

smell。

nal。

trade。

fridge。

low。

somebody。

translate。

lock。

ring。

earthquake。

sudden。

bell。

biscuit。

cookie。

musical instrument。

sour。

customer。

Canadian。

divide。

basket。

hero。

and nearly.Use matic ns such as have a point。

by accident。

take place。

without doubt。

all of a sudden。

divide…into。

not only…but also…。

look up to。

the Olympics。

and by mistake.1.Q: When was the telephone invented?A: I believe it was invented in 1876 by Alexander Graham Bell.2.Q: Was the TV invented before or after the car?A: There is some doubt about this。

but it is generally accepted that the car was invented before the TV.3.Q: Who invented the zipper?A: XXX XXX.4.Q: What is a hot ice-cream scoop used for?A: A hot ice-cream scoop is used for serving really cold ice-cream.5.XXX was invented by Alexander Graham Bell in 1876.Passive voice can be used to talk about ns。

人教版新目标九年级英语Unit6单元教案

人教版新目标九年级英语Unit6单元教案Unit 6 When Was It Invented?一、单元教材分析本单元的主题是讨论历史上的发明物。

二、单元总体目标：1.知识和技能目标：1）谈论历史上的发明物。

2）掌握本单元单词和短语“be made of”、“be made in”；了解一般过去时态被动语态的结构和用法。

2.过程与方法目标：1）能够运用所学知识练被动语态的句式。

2）能够用所学句型进行口语交际练。

3.情感、态度和价值观目标：培养学生的听说演等能力及合作研究的意识。

三、单元重点：教学重点：熟练掌握“be made of”、“be made in”的运用。

四、教学难点：被动语态的运用及构成。

五、单元教学方法：采用总结、角色扮演和比较的研究策略，来展开课堂pairwork问答和讨论活动，讨论名人所采用的研究方法。

词汇教学：情景操练，反复使用。

口语教学：师生互动、生生互动、对话练、交际活动。

阅读教学：利用词典等工具书，根据上下文查寻词义。

语法教学：总结规律，模仿操练。

六、单元课时分配：6课时第1课时：n A (1a-1c)第2课时：n A (2a-2d)第3课时：n A (3a-3c)第4课时：n A (Grammar Focus-4c)第5课时：n B (1a-2e)第6课时：n B(3a-Self Check)XXX:1.To help students understand the XXX passive voice.2.To train students to use passive XXX.XXX:Step 1.Warm-upShow some pictures related to daily life and ask students to XXX voice.Step 2.nXXXXXX passive voice。

such as subject。

verb。

object。

agent。

九年级英语全册Unit6Whenwasitinvented教案6新版人教新目标版

Unit 6 When was it inventedSection B 2 (3a-Self Check)一、Teaching aims：1. Knowledge Objects：1) Review the grammar: Passive Voice2) Try to tell one of the inventions.2. Moral Objects： Know about some information about the inventions that have the most meaningful to humans.二、Teaching Key Points and Difficulties1. Key Points：1）Readin g practice and the voc abulary,2. Difficulties：A brief introduction of a certain invention in English .三、Teaching Procedures:Ⅰ. Revision1. Review the expre ssions and sentences in Section B 1.2. Let Ss introduce the history of basketba ll.Ⅱ. Lead in1. Let some Ss talk about their favorite inventions.Ⅲ. Thinking1. Ask Ss what things they don’t like to do.e.g. Problem: quickly taking notes in class.2. Discuss in group and think of an inve ntion that could help you.e.g. New inv ention: a special penWhat it is used for： taking notes quickly in class3. Ss discussing the problems and try to make their own notes.Ⅳ. WritingWork on 3b:1. Tell Ss to write a description of your new invention.2. Sentences that are often used in the composition ：① I think … is a very useful invention.② … was invented by… ③ … was invented in…④ It was used for… 它被用来……⑤ … is made of…是由……(材料)制成的Ⅴ. Sel f CheckWork on Self Check 1:1. Read the words in the box and make sure they know the meaning of each word.2. Read the passage and try to fill in the blanks with the proper word.3. Read the passage again. Check if the forms of the words are correct.Work on Self Check 21. Tell Ss to rewrite the sentences using the passive voice.2. Give instructions：The passive voice of the past tense.3. Ss work by themselves and try to rewrite the sentences.Work on Self Check 3Find out information about an invention you would like to know more about and write sentences below.Invention: _______When: _________Who: _________Purpose: __________Exercise: If time is enough, do some more exercises on big screen.一、Fill in the blanks with the correct forms of the words given.1. During the afternoon, there was a _______ (suddenly) heavy fall of snow.2. I think the telephone ___________ (invent) before the car.3. The __________ (Canada) song Alouette(百灵鸟) is a fun song abo ut a bird.4. They ____________ (invite) to take part in the May Day celebrations in Beijing.5. The ___________ (popular) of private cars is changing the people’s life style.H omework1. Composition: Write the development of a zipper or computer in English.Teaching notes:。

人教版新目标九年级英语Unit6Whenwasitinvented教案

Unit 6When was it invented?Section A (1a－2d)1．重点单词：heel，scoop，electricity，style，project，pleasure，zipper，daily，website，pioneer，list，mention2．重点短语：be used for，think of，have a point3．重点句式：—When was the telephone invented?—I think it was invented in 1876.What are they used for?Can you help me think of an invention?Is it really such a great invention?Think about how often it's used in our daily lives.The pioneers of different inventions were listed there.At that time，it wasn't used widely.1．重点短语和句型2．一般过去时态的被动语态一般过去时态的被动语态一、预习课本P41－42新单词并背诵，完成下面的汉译英。

1．鞋跟________ 2.铲子________3．电能________ 4.样式________5．项目________ 6.高兴________7．拉链________ 8.日常的________9．网站________ 10.先锋________11．名单________ 12.提到________二、认真预习1a－2d找出下列短语和句型。

1．被用来……________________________________________________________________________2．考虑________________________________________________________________________3．有道理________________________________________________________________________4．—电话是什么时候发明的？—我认为它是1876年发明的。

人教版九年级英语全册Unit6WhenwasitinventedSectionB2a2e优秀教学案例

3.教师总结评价，关注学生的进步，如：“I'm glad to see that you've made great progress in understanding and using past passive sentences. Keep practicing and you'll become even better.”
四、教学内容与过程
（一）导入新课
1.开场白：以一个引人入胜的故事开始，如：“Once upon a time, there was a brilliant inventor who changed the world with his creations. But do you know who invented these inventions? Today, we are going to learn about the past passive voice and how to talk about the invention of things.”
3.创设故事情境，引导学生通过故事来练习一般过去时的被动语态，如：“Once upon a time, a scientist discovered a new medicine that could cure cancer. But unfortunately, he didn't invent it himself. Who invented it? It was invented by his assistant.”
（四）总结归纳
1.归纳要点：引导学生总结一般过去时的被动语态的构成、用法和注意事项，如：“Can you summarize the key points about the past passive voice?”

人教版九年级英语全Unit 6 When was it invented 教学设计

Unit 6 When was it invented? Section A (3a~3c)【知识与技能】1. 掌握本课词汇: by accident, ruler, boil, remain, smell, saint, national, take place, doubt, without doubt2. 阅读短文，能按要求找到相应的信息。

3）通过阅读提高学生们的阅读能力。

4) 了解茶叶被发明的历史及生产制作的简要过程。

【情感、态度与价值观】培养想象力，善于观察事物。

面对难题，用积极的态度去解决，发挥想象力，认识世界，改造世界。

教学重难点【教学重点】1. 掌握本部分出现的生词和词组，达到熟练运用的目标。

2. 阅读短文，获得相关的信息。

通过阅读练习，来提高阅读能力。

【教学难点】1. 阅读短文，获得相关的信息的能力。

2. 理解并运用所学的词汇及表达方式。

教学过程Step 1 Lead-inEnjoy a video and think about these four questions:1.What are the four great inventions of China?2.When was it invented?3.Who was it invented by?4.What is it used for?Step 2 Presentation一、播放视频《茶文化》，让学生们了解中国的茶文化，及茶叶被发明的渊源，并了解其发展过程。

Free talk:1. What are the types of tea?2. What are the effects of tea?Students try to answer the questions: green tea, black tea... Tea can make your mind clear...Step 3 Pre-ReadingPredict: What’s the passage mainly about?Tell students to find useful information from the title and the picture.Step 4Fast-ReadingWork on 3a:1. Tell students to read the article quickly and match each paragraph with its main idea. Students read the article quickly and match each paragraph with its main idea. Para. 1Lu Yu and his book Cha JingPara. 2 How tea spread to other countriesPara. 3 How tea was invented by accident2. 方法指导：先阅读所给的三句话，然后快速阅读短文，抓住每一段的主题句，找到答案。

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Unit 6 When was it invented?一．教材分析本单元涉及内容是本书当中比较重要的一部分。

被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。

另外通过对我们熟悉经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。

二、教学目标1）知识目标扩容新单词，提高阅读能力。

理解和良好运用被动语态。

2）技能目标能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发表自己的看法，并说明理由。

3）情感目标使学生懂得人类的科学发明创造了丰富的物质文明。

2）非测试性评价：重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。

七、教学效果预测；1．能够掌握被动语态，并运用到一定的语言环境。

2．通过多媒体和任务的完成学生会突破难点，产生一定创造精神。

3．能完成教学目标，调动学生学习热情。

2. 情感态度价值观目标：了解一些近现代发明的时间及用途，激发自己热爱发明的情感。

培养想象力，善于观察事物。

面对难题，用积极的态度去解决，发挥想象力，认识世界，改造世界。

二、教学重难点1. 教学重点：1) 本课时的单词、词组和句型，学习运用一般过去时态的被动语态。

2) 学会询问发明时间及用途的基本句型：—When was the telephone invented? —I think it was invented in 1876.—What are they used for? —They are used for seeing at night.2. 教学难点：运用一般过去时态的被动语态来讨论发明的发明时间及用途。

三、教法运用主要采用任务型教学。

结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在情境中体会语言、掌握语言的应用。

四、学法指导培养学生观察力，想象力，记忆力以及思维能力。

用生动的课件调动学生的感官进行听说读写的训练。

五、教学过程I. Warming up1. 展示一些近代发明的图片与近代发明的发明者，让学生们将图片与发明者相连。

T: Do you know what these inventions are?S1: It’s a car. S2: It’s a telephone. S3: It’s a television. T: Do you know who these inventors are?S1: Karl Benz S2: Alexander Bell S3: J. L. BairdLet Ss match the inventions and the inventors.Ⅱ. Presentation引导学生们学习一般过去时态的被动语态结构。

让学生们看大屏幕的如果爱和发明者的图片,并将句子改为被动语态。

如：T: Karl Benz invented the first car in 1885.The first car was invented (by Karl Benz) in 1885.Ⅲ. Talking1. Look at the pictures in 1a. Discuss with your group, in what order do you think they were invented? Try to number them [1-4].2. Ss discuss with their partners and number the pictures.3. Talking about the inventions:A: I think the TV was invented before the car.B: Well, I think the TV was invented after the TV.Ⅳ. Listening (1b)1. T: Tell Ss look at the pictures and years on the left.2. Play the recording for the Ss to listen.3. Ss listen to the conversation and try to match the invention with the proper year.4. Play the recording again.5. Check the answers.Ⅴ. Pair work (1c)1. Ss try to remember the invention and the year.2. Student B, cover the dates. Student A, ask Student B when the things in the picture in 1b were invented. Then change roles and practice again.3. Let some pairs ask and answer in pairs.e.g. A: When was the telephone invented?B: I think it was invented in 1876.…Ⅵ. Learning the new words & ListeningLook at the pictures then learn the new words.Work on 2a:T: Tell Ss they will hear some interesting inventions.1. Look at the pictures in 2a. Discuss the things what they are used for.2. Play the recording for the Ss to listen and number the pictures.3. Play the recording again to check the answers.Work on 2b:1. Let Ss read the chart below. Explain some main sentences for the Ss. Make sure they know what to do.2. Play the recording for the Ss to fill in the blanks.3. Play the recording again to check the answers.4. Listen again and fill in the blanks.Ⅶ. Pair work (2c)1. Tell Ss to make conversations using the information in 2b. Make a model for the Ss.A: What are the shoes with special heels used for?B: They are used for changing the style of the shoes.2. Let some Ss make conversations using the information in 2b.3. See which group does the best.Ⅷ. Role-play(2d)1. Read the conversations and Let Ss read after the teacher.2. Explain some new words and main points in the conversation.3. Ask Ss to role-play the conversation in groups.X. Language points1. Well, you do seem to have a point… have a point 有道理e.g. I admit (that) you have a point. 我承认你有理。

2. They are used for seeing in the dark.be used for doing sth.表示“被用来做某事”。

相当于be used to do sth.e.g. This computer is used to control all the machines.这台电脑是用来控制所有机器的。

Do you know what this tool is used for? 你知道这工具是用于做什么的？3. Think about how often it’s used in our daily lives.think about 表示“考虑，想起”e.g. He is thinking about travelling in the summer holidays.他正在考虑暑假旅游的事。

人教版九年级英语Unit-6-When-was-it-invented-教案

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