2014秋人教版新目标英语九年级Unit6_when_was_it_invented_Section_B-3a-Self_Check
2014秋九年级英语unit6When was it invented SectionA-B课文知识点归纳详细讲解
Unit6 When was it invented?Unit6 When was it invented?重点短语1.think of 想出seem to do sth似乎要做2.have a point 有道理at that time在那时3.by accident 偶然；意外地fall into落入；掉入4.make tea制茶less than少于5.take place发生；出现around the world 全世界6.without doubt毫无疑问the nature of... ......的本质7.drop into掉进at a low price以低价8.advise sb.(not) to do sth劝某人（不）做all of a sudden 突然；猛然9.work on从事于be similar to与......类似10.by mistake错误地in the end 最后11.the Olympics奥林匹克运动会divide ... into... 把......分开12.at the same to同时stop... from doing... 阻止......做......13.dream of 梦想the number of ......的数量14.look up to 钦佩；仰慕encourage sb. to do sth 鼓励某人做某事15.take notes 记笔记decide on 决定e up with想出重点句型1.—When was the telephone invented?—I think it was invented in 18762.—Who was it invented by ?—It was invented by Whitcomb JubsonSection A【记】Edison , a great _____________, __________over 1’000__________ all his life.(invent) 【2014甘肃白银】28. If you could ______________(发明) something new, what product would you development.【2014江苏泰州】56. Paper making is a great__________ (invent) of ancient China.①. I think the light bulb is one of the most important__________(invent)②.The car ___________(invent) in 1885.【辨析】Gibert ____________electricity, but Edison ___________ the electric light bulb.吉尔贝特发现了电，而爱迪生发明了电灯泡。
2014秋人教版新目标英语九年级Unit6-when-was-it-invented-Section
after the earthquake happened.
A. were sent B. are sent C. send D. sent
1. 完成课时作业。 2. 熟读并背诵Self Check 1。
idea first. Some inventions can also lead to other
inventions _a_l_l_o_f__a__s_u_d_d_e_n_. So some people _d_o_u_b_t_e_d_ whether the inventor came up with the
3a. Think of something that you do not like to do. Then think of an invention that could help
you. Make notes.
Problem
quickly taking notes in class
New invention
3. Find out information about an invention you would like to know more about and write sentences below.
Invention _________________________
When _________________________
句一般要用相应的过去时态（客观事实除
外）。
如：Last class our physics teacher
said that the moon goes around the
sun.
He said he would go back home next
人教版新目标英语九年级《Unit 6 When was it invented》Section A Grammar Focus — 4c教案
人教版新目标英语九年级《Unit 6 When was it invented?》Section AGrammar Focus — 4cTancheng Street Middle School Zhou ZichenTeaching aims:1.The structure of Passive V oice (past tense).2. The way of changing Active V oice into Passive V oice(past tense)Teaching difficulties:1.The structure of Passive Voice (past tense)2.The way of changing Active V oice into Passive V oice(past tense)Teaching Procedures:Step 1.Read the new words before the class.Step 2.Warming up & revisiona.Enjoy a video.b.Review the sentences we have learnt in this unit.c. Pairwork. Ask and answer like the model.Invention When Who What1876 Bell Keep in touchwith others1893 WhitcombJudson make clothes more fashionable13th centuryBacon see the worldclearlyA: When was the ...invented? B: It was invented in ... A: Who....? B: It was ....A: What is ed for? B: It is...Step 3.Review the history of tea. A. Answer four questions.B.Sum up the sentence structure of Passive Voice(past tense)C. Retell the article according to the mind map Step 4.Grammar Focus A. Read Grammar Focus.B. The way of changing Active V oice into Passive V oice.ActivevoiceAlexander Graham Bell invented the telephone in 1876.Passive voice The telephone was invented by Alexander Graham Bell in 1876.C.Active voice Passive voiceWhitcomb Judson invented the zipper in 1893 The zipper was invented by Whitcomb Judson in 1893.People brought tea to Korea duringthe 6th and 7th centuries.The telephone was invented byAlexander Graham Bell in 1876. We used the hot ice-cream scoopfor serving really cold ice-cream.Step 5 My story.a.Show a story to lead in 4a.Let Ss say the sentences.Last week I went to a shopping mall.There were so many people.They sold the fridge at a low price.I want to buy one.But someone stole my camera from my bag.There were so many photos!I was so worried,so I called the police.The policeman asked me “Where did you take these photos?”I was so upset.I remembered that our parents advised us not to go outalone.We should take parents’advice.They are always right!The policeman gave me a book to prevent theft.It was very famous.Different writers translated the book into different languages.b.Finish 4a on the paper.Step 6.4b.eat lock like ring invite break tell bring1. You_____________ to the party last night,weren't you?Why didn't you go ?2. The earthquake happened all of a sudden,but luckily the villagers______________ to a safe place.3. The door __________ when we arrived, so we ______ the bell.4. The students __________ not to eat or drink in class,but Ruby________ the rule when she started eating a biscuit in science class.5. The cookies ____________ by the hungry kids in less than 20 minutes ,and they really ________ them.Step 7 4c1.Write the correct forms in the blanks.The telephone ______________(invent) by Alexander Graham Bell. He __________(born) in 1847.Mr.Bell __________ (work) on the invention of the telephone with Tomas Watson.In 1875,Mr.Bell ___________ (learn) how to send musical notes through an instrument similar to a telephone.Finally,the telephone ____________(invent) in 1876.The firstsentence ___________(say) on the telephone by Mr.Bell was"Mr.Watson,come here;I want to see you."Today the telephone_____________ (use) around the world.2.Check the answers3.Read the passage again,answer these four questions.4.Retell the passage according to the mind-map.Step 8 Groupwork.Work in groups to make an ad about different inventions.Invention When Who WhatTV 1926 John Baird relax ourselves telephone 1876 Bell keep in touch withothers.Camera 1839 Daguerre keep beautifulmemoriesice cream 1860 a cook make us happy computer 1946 Von Neumann get more information Check some groups.Step 9 WritingWrite their passages according to the chart.Step 10.Homework1.Finish the writing.2. Finish TB exercises.3. Preview next page.(section B).。
英语人教新目标九年级全一册(2014年新编)Unit 6 When was it invented Section A 教案
Unit 9 When was it invented?Section AThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects（1）Key Vocabulary: 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 Vocabulary: invent2. Target Language: Talk 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. Group work.3. Pair work.Ⅴ. Teaching Aids1. A tape recorder.2. Some pictures or real objects of the inventions.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 F ool’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 Ⅱ 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.Ask the class to repeat the questions and answers like this.T: When was the computer invented?Class repeat.SS: 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.SS: 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 Ⅲ 1bThis 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. Listen carefully 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 students 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 1976Tape scriptGirl: 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, you probably 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 calculators 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!Step Ⅳ 1cThis 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 t he example in the box. Ask a pair of the students to read this conversation to the class.SA: When was the telephone invented?SB: 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 practice again.Ask several pairs to share their conversations with the class.Step Ⅴ SummaryIn 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, us ing the target language.Step Ⅵ Homework1．Write out two conversations in Activity 1a.2．Write out two conversations in Activity 1c.Step Ⅶ Blackboard DesignUnit 9 When was it invented?Section AThe First Period1．The names of the five inventions:computer, car, calculator, telephone, TV set2．Target language:A: When was the telephone invented?B: I think it was invented in 1876.The Second PeriodI. Teaching Aims and Demands1. Knowledge Objects（1）Key Vocabularybe 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 vocabulary.Ⅲ. 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. Pair workⅤ. Teaching AidA tape recorderⅥ. Teaching ProceduresStep 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:SA: When was the telephone invented?SB: I think it was invented in 1876.Tell them to ask about all the five inventions.Step Ⅱ 2aThis activity provides listening practice with the target language and review new vocabulary about inventions.Show these new words on a screen by a projector.be used for 用来做……adjustable adj．可调整的heel n．（鞋、袜等的）后跟；（足）跟battery n．电池operate v．操作；作业slipper n．拖鞋scoop v．用勺舀n．勺子；球形勺；长柄勺electric adj．电子的；电的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 number the three inventions in theorder 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.Tape scriptBoy: 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 favorites 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.Step Ⅲ 2bThis 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.Step Ⅳ 2cThis 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.SA: What are they used for?SB: 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 2.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 checking progress and providing help if needed.Check the answers by calling on different pairs to say their conversations for the class.StepⅤ Grammar FocusThis activity introduces the target language with the Passive Voice.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.SA: When was the car invented?SB: It was invented in 1885.SA: When were electric slippers invented?SB: They were invented last year.SA: Who were they invented by?SB: They were invented by Julie Thompson.SA: What were they used for?SB: 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 were in all the sentences.Ask: When do we use was in the questions, and where 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 was plus a verb. And you can tell the doer with by.Say something about be used for to the children.Step Ⅵ SummaryIn this class, we’ve done some listening and writing practice with the target language. We’ve alsodone some oral practice in pairs. And we’ve discussed the Passive V oice as well. StepⅦ Homework1．Try to remember the new vocabulary on page 77.2．Write down two conversations in activity 2c.StepⅧ Blackboard DesignUnit 9 When was it invented?Section AThe Second Period1．The names of the inventions and answers of activity 2a:3 shoes with adjustable heels1 battery operated slippers2 heated ice cream scoop2．Target Language:A: When was the car invented?B: It was invented in 1885.A: When were electric slippers invented?B: They were invented last year.A: Who were they invented by?B: They were invented by Julie Thompson.A: What are they used for?B: They’re used for seeing in tile dark.The Third PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects（1）Key Vocabularybulb, 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. Pair work2. Group workⅤ. Teaching AidsSome pictures of the helpful inventions and annoying inventions.Ⅵ. Teaching ProceduresStep Ⅰ Revision1. 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 Ⅱ 3aThis 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.SS: 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 in pairs.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 thestudents 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 phoneStepⅢ 3bThis 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:SA : What do you think is the most helpful invention?SB: I think the most helpful invention is the light bulb.SA: Why is that?SB: 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.Step Ⅳ Part 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 tinyisland. 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.SA: I’d like to have a radio because I could listen to music all day.SB: Yes, but that’s not going to help you leave the island. I think it would be 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.D: …StepⅤ SummaryIn this class, we’ve learned mor e about the inventions. And we’ve done much oral practice talking about the inventions.Step Ⅵ Homework1. Remember the new words on page 78.2. Write down the conversations in Activity 3b.3. Write down the conversation in Activity 3c.Step Ⅶ Blackboard DesignUnit 9 When was it invented?Section AThe Third PeriodTarget language: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.。
2014年秋人教版新目标九年级英语Unit 6 Section A-1
谢谢你帮助了我。
—My pleasure. / It s a pleasure. 别客气。
pleasure 名词，“高兴；愉快”。常用短语 My
pleasure. / With pleasure. / It’s a pleasure.
pleased
形容词，“高兴的”，短语 be pleased to do sth.“乐于做某事”；be pleased with ― 对……满意”，句子的主语通常为人
daily lives. You can see zippers on dresses, trousers, shoes, bags ... almost everywhere! Paul: Well, you do seem to have a point ... Roy: Of course! I thought about it because I saw a website last week. The pioneers of different inventions were listed there. For example, it mentioned that the zipper was invented by Whitcomb Judson in 1893. But at that time, it wasn’t used widely. Paul: Really? So when did it become popular? Roy: Around 1917.
2b Listen again and answer the questions.
What is the invention called Who was it invented by?
When was it invented When did it become popular zipper Whitcomb Judson In 1893
人教新目标九年级全册 Unit 6 When was it invented？Section A (
人教新目标九年级全册Unit 6 When was it invented？Section A (Grammar Focus-4c) 教案Unit 6 When was it invented第三课时(Grammar Focus-4c)【教学目标】1.归纳一般过去时的被动语态的句子，复习其基木结构和用法。
2.能够根据语境区分主动语态和被动语态的表意功能。
【教学重点】★重点单词：fridge(冰箱)，low(低的：矮的)，somebody(某人：重要人物)，translate(翻译)，lock(锁上：锁住)，ring(使发出钟声或铃声：打电话)，earthquake(地震)，sudden(突然的)，bell(钟：铃)，biscuit(饼干)，cookie(曲奇饼)，musical(音乐的：有音乐天赋的)，instrument(器械：仪器)★重点短语：be used for(被用来做)，advise sb.to do sth.(建议某人做某事)ll of a sudden(突然：猛地).★重点句型：1.一When was the zipper invented (拉链是什么时候被发明的？)一It was invented in1893.(它是在1893年被发明的)2.一Who was it invented by (它是被谁发明的？)一It was invented by Whitcomb Judson.(它是被惠特科姆：贾德森发明的。
)3.一What is the hot ice-.cream scoop used for (热冰淇淋为是用来做什么的？)一It is used for serving really cold ice-cream.(它是被用来提供非常冷的冰淇淋的。
)【课前预习方案】(一)小小翻译官。
（请预习课文，将下列中文译成英文）1.被发明be invented2.被带到.be brought to3.被用来做.be used for4.以低价at a low price5.拍照take photos6.建议某人做某事advise sb.to do sth.7.独自外出go out alone 8.把翻译成…translate..into.9.被邀请做某事be invited to do sth。
英语人教新目标九年级全一册(2014年新编)Unit 6 When was it invented Section A 教案
Unit 9 When was it invented?Section AThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects（1） Key Vocabulary: 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 Vocabulary: invent2. Target Language: Talk about the history ofinventions.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. Group work.3. Pair work.Ⅴ. Teaching Aids1. A tape recorder.2. Some pictures or real objects of the inventions. 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 F ool’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 Ⅱ 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.Ask the class to repeat the questions and answers like this.T: When was the computer invented?Class repeat.SS: When was the computer invented?T: Good. Now Tom, what is your guess?S1: 1965.T: OK. Tom, repeat after me. The computer was inventedin 1965.T: Class, please repeat.SS: 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 Ⅲ 1bThis 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. Listen carefully 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 1876is 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 students 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 1976Tape scriptGirl: 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, you probably 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 calculators 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!Step Ⅳ 1cThis 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 t he example in the box. Ask a pair of the students to read this conversation to the class.SA: When was the telephone invented?SB: 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 practice again.Ask several pairs to share their conversations with the class.Step Ⅴ SummaryIn 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.Step Ⅵ Homework1． Write out two conversations in Activity 1a. 2． Write out two conversations in Activity 1c.Step Ⅶ Blackboard DesignUnit 9 When was it invented?Section AThe First Period1． The names of the five inventions:computer, car, calculator, telephone, TVset2． Target language:A: When was the telephone invented?B: I think it was invented in 1876.The Second PeriodI. Teaching Aims and Demands1. Knowledge Objects（1） Key Vocabularybe 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 vocabulary.Ⅲ. 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. Pair workⅤ. Teaching AidA tape recorderⅥ. Teaching ProceduresStep 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:SA: When was the telephone invented?SB: I think it was invented in 1876.Tell them to ask about all the five inventions.Step Ⅱ 2aThis activity provides listening practice with the target language and review new vocabulary about inventions.Show these new words on a screen by a projector.be used for 用来做……adjustable adj．可调整的heel n．（鞋、袜等的）后跟；（足）跟battery n．电池operate v．操作；作业slipper n．拖鞋scoop v．用勺舀 n．勺子；球形勺；长柄勺electric adj．电子的；电的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 number the 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. Tape scriptBoy: 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 favorites 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. Youcan make the shoes go from casual to dressy.Step Ⅲ 2bThis 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 studentsto 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.St ep Ⅳ 2cThis 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.SA: What are they used for?SB: 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 2.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 checking progress and providing help if needed.Check the answers by calling on different pairs to say their conversations for the class.StepⅤ Grammar FocusThis activity introduces the target language with the Passive Voice.Call the students’ attention to the sentences in the grammar box.Ask four pairs of the students to read the questionsand answers in the grammar box.SA: When was the car invented?SB: It was invented in 1885.SA: When were electric slippers invented?SB: They were invented last year.SA: Who were they invented by?SB: They were invented by Julie Thompson.SA: What were they used for?SB: 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 were in all the sentences.Ask: When do we use was in the questions, and where 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 was plus a verb. And you can tell the doer with by.Say something about be used for to the children. Step Ⅵ SummaryIn 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 Voice as well.StepⅦ Homework1． Try to remember the new vocabulary on page 77. 2． Write down two conversations in activity 2c. StepⅧ Blackboard DesignUnit 9 When was it invented?Section AThe Second Period1． The names of the inventions and answersof activity 2a:3 shoes with adjustable heels1 battery operated slippers2 heated ice cream scoop2． Target Language:A: When was the car invented?B: It was invented in 1885.A: When were electric slippers invented?B: They were invented last year.A: Who were they invented by?B: They were invented by Julie Thompson.A: What are they used for?B: They’re used for seeing in tile dark.The Third PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects（1） Key Vocabularybulb, 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. Pair work2. Group workⅤ. Teaching AidsSome pictures of the helpful inventions and annoying inventions.Ⅵ. Teaching ProceduresStep Ⅰ Revision1. 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 Voice 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 Ⅱ 3aThis 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.SS: 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 in pairs.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 asnecessary.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 phoneStepⅢ 3bThis 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 computerbecause it has changed the world a lot.Then ask a pair of the students to model the sample dialogue:SA : What do you think is the most helpful invention? SB: I think the most helpful invention is the light bulb.SA: Why is that?SB: 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.Step Ⅳ Part 4This activity provides oral practice using the targetlanguage.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.SA: I’d like to have a radio because I could listento music all day.SB: Yes, but that’s not going to help you leave the island. I think it would be 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.D: …StepⅤ SummaryIn this class, we’ve learned mor e about the inventions. And we’ve done much oral practice talking about the inventions.Step Ⅵ Homework1. Remember the new words on page 78.2. Write down the conversations in Activity 3b.3. Write down the conversation in Activity 3c. Step Ⅶ Blackboard D esignUnit 9 When was it invented?Section AThe Third PeriodTarget language:A: What do you think is the most helpfulinvention?B: I think the most helpful invention isthe light bulb.A: Why is that?B: Well, it gives people more time to workand play every day.。
英语人教新目标九年级全一册(2014年新编)Unit 6 When was it invented Section A 教案
Unit 9 When was it invented?Section AThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects（1） Key Vocabulary: 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 Vocabulary: invent2. Target Language: Talk about the history ofinventions.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. Group work.3. Pair work.Ⅴ. Teaching Aids1. A tape recorder.2. Some pictures or real objects of the inventions. 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 F ool’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 Ⅱ 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.Ask the class to repeat the questions and answers like this.T: When was the computer invented?Class repeat.SS: When was the computer invented?T: Good. Now Tom, what is your guess?S1: 1965.T: OK. Tom, repeat after me. The computer was inventedin 1965.T: Class, please repeat.SS: 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 Ⅲ 1bThis 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. Listen carefully 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 1876is 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 students 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 1976Tape scriptGirl: 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, you probably 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 calculators 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!Step Ⅳ 1cThis 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 t he example in the box. Ask a pair of the students to read this conversation to the class.SA: When was the telephone invented?SB: 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 practice again.Ask several pairs to share their conversations with the class.Step Ⅴ SummaryIn 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.Step Ⅵ Homework1． Write out two conversations in Activity 1a. 2． Write out two conversations in Activity 1c.Step Ⅶ Blackboard DesignUnit 9 When was it invented?Section AThe First Period1． The names of the five inventions:computer, car, calculator, telephone, TVset2． Target language:A: When was the telephone invented?B: I think it was invented in 1876.The Second PeriodI. Teaching Aims and Demands1. Knowledge Objects（1） Key Vocabularybe 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 vocabulary.Ⅲ. 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. Pair workⅤ. Teaching AidA tape recorderⅥ. Teaching ProceduresStep 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:SA: When was the telephone invented?SB: I think it was invented in 1876.Tell them to ask about all the five inventions.Step Ⅱ 2aThis activity provides listening practice with the target language and review new vocabulary about inventions.Show these new words on a screen by a projector.be used for 用来做……adjustable adj．可调整的heel n．（鞋、袜等的）后跟；（足）跟battery n．电池operate v．操作；作业slipper n．拖鞋scoop v．用勺舀 n．勺子；球形勺；长柄勺electric adj．电子的；电的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 number the 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. Tape scriptBoy: 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 favorites 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. Youcan make the shoes go from casual to dressy.Step Ⅲ 2bThis 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 studentsto 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.St ep Ⅳ 2cThis 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.SA: What are they used for?SB: 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 2.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 checking progress and providing help if needed.Check the answers by calling on different pairs to say their conversations for the class.StepⅤ Grammar FocusThis activity introduces the target language with the Passive Voice.Call the students’ attention to the sentences in the grammar box.Ask four pairs of the students to read the questionsand answers in the grammar box.SA: When was the car invented?SB: It was invented in 1885.SA: When were electric slippers invented?SB: They were invented last year.SA: Who were they invented by?SB: They were invented by Julie Thompson.SA: What were they used for?SB: 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 were in all the sentences.Ask: When do we use was in the questions, and where 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 was plus a verb. And you can tell the doer with by.Say something about be used for to the children. Step Ⅵ SummaryIn 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 Voice as well.StepⅦ Homework1． Try to remember the new vocabulary on page 77. 2． Write down two conversations in activity 2c. StepⅧ Blackboard DesignUnit 9 When was it invented?Section AThe Second Period1． The names of the inventions and answersof activity 2a:3 shoes with adjustable heels1 battery operated slippers2 heated ice cream scoop2． Target Language:A: When was the car invented?B: It was invented in 1885.A: When were electric slippers invented?B: They were invented last year.A: Who were they invented by?B: They were invented by Julie Thompson.A: What are they used for?B: They’re used for seeing in tile dark.The Third PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects（1） Key Vocabularybulb, 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. Pair work2. Group workⅤ. Teaching AidsSome pictures of the helpful inventions and annoying inventions.Ⅵ. Teaching ProceduresStep Ⅰ Revision1. 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 Voice 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 Ⅱ 3aThis 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.SS: 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 in pairs.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 asnecessary.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 phoneStepⅢ 3bThis 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 computerbecause it has changed the world a lot.Then ask a pair of the students to model the sample dialogue:SA : What do you think is the most helpful invention? SB: I think the most helpful invention is the light bulb.SA: Why is that?SB: 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.Step Ⅳ Part 4This activity provides oral practice using the targetlanguage.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.SA: I’d like to have a radio because I could listento music all day.SB: Yes, but that’s not going to help you leave the island. I think it would be 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.D: …StepⅤ SummaryIn this class, we’ve learned mor e about the inventions. And we’ve done much oral practice talking about the inventions.Step Ⅵ Homework1. Remember the new words on page 78.2. Write down the conversations in Activity 3b.3. Write down the conversation in Activity 3c. Step Ⅶ Blackboard D esignUnit 9 When was it invented?Section AThe Third PeriodTarget language:A: What do you think is the most helpfulinvention?B: I think the most helpful invention isthe light bulb.A: Why is that?B: Well, it gives people more time to workand play every day.。
人教新目标九年级Unit6_When_was_it_invented_Section_A(3a--3c)
invented 1.One of the world’s favorite drinks was________ by accident. drunk by Shen Nong 5,000 years 2.Tea was first ________ ago. produced when the tea leaves 3.A nice smell was _________ dropped into the hot water. brought to Korea and Japan during the 4. Tea was__________ 6th and 7th centuries. traded between many different 5.Tea is now ________ countries.
The leaves ____in the water for a long time. A. came B. remained C. lived D. arrived 2. by accident偶然地；意外地 【备课例句】 He made this mistake by accident.他犯这个错 误纯属偶然。 【课堂变式】
根据汉语提示完成单词。 ruler 1. The tiger is looked as the—— （统治者）of this forest. 2. Most students went to the playground. Only a fewremained —— (剩下)to clean the classroom. doubt(怀疑) the best student 3. Alice is without —— in our class. national 4. The dragon is treat as a—— (民族的)symbol of the Chinese. boiling 5. Mother is—— (煮沸) the milk for the baby.
2014九年级英语unit6whenwas it inventedSectionA
an inventor
Bell invented the telephone.
was invented The telephone_________by Bell.
Who was it invented by ? It was invented by Bell.
When was it invented ? It was invented in 1876.
9. The foreign friends gave us some wonderful stamps. We were _______ given some 1) _______ ______ wonderful stamps. 2) Some wonderful stamps _______ were ________ given _______ to _______. us
inventions When
car plane computer 1885 1903 1976
Who
Karl Benz Wright Brothers two Americans
Be used for
traveling taking people to any place in the world working and studying
1876
Karl Benz invented the car.
invented by Karl Benz The car was ________________.
Who was it invented by ? It was invented by Karl Benz .
When was it invented ? It was invented in 1885.
人教新目标英语九年级Unit6WhenwasitinventedSectionA(1a1c)教案
Unit6 SectionA（1a-1c）教案Analysis of teaching MaterialThis section teaching content is English version of the Book 9 Unit 6, topic for discussion introduced the invention of the history and purpose, main is to enable students to correctly understand and use the passive voice to skillfully introduce items invention process and history, through the study of the lesson, students need to master the general passive voice, past tense in the study, understand the human scientific invention created a rich material civilization, stimulate innovation ability and desire. The passive voice in this class content, is an examination of a key, is also the difficulty, according to the English curriculum standards "ability of using English to do things" flexible, students must learn to correctly use the passive voice, they learned in this unit to describe objects are created, by the historical process of invention, so as to achieve the purpose of their major.Analysisof Student SituationOur school is an ordinary count y school, there aren’t many top student s, and my class is an ordinary class, so the student's basic condition is worse. English is the worst subject of all subjects. Some students have lost confidence in English, there are some students think English is more and more difficult, not gradually, not interested, don't concentrate in class, speaking is not very active. For this kind of situation, in the process of teaching I specially pay attention to adding interest, at the same time pay attention to each student's emotions, so as to improve the students' interest in learning English. Help them build learning sense of achievement and self-confidence, and make them in learning in the process of developing comprehensive language using ability, enhance practical ability, training their innovation spirit.Three-dimensional targetsKnowledge and skill goalsTo learn some new sentences:1）--When was the telephone invented?--It was invented in1876.2）-- Who was it invented by?-- It was invented by Bell.3）--What is it used for?--It is used for talking with people.Process and method goals1）Listening and Speaking2）To train the students’ cooperation with their partners.Emotional attitudes and valuesBy learning the time and uses of some modern inventions, and stimulate the emotion that students love to invent. Develop imagination and be good at observing things. In the face of difficulties, we should solve it with a positive attitude, use our imagination, understand the world, and transform the world.Remember: No inventions, no life!Teaching important points1. To learn Passive V oice of the past tense.2. To learn some new sentences:1）--When was the telephone invented?--It was invented in 1876.2）-- Who was it invented by?-- It was invented by Bell.3）--What is it used for?--It is used for talking with people.Teaching difficult points1.How to turn the active voice of the past tense into a passive voice.e the passive voice of the past tense to discuss the inventio ns’ time and purposes.The teaching method1. Situation teaching method2. Group discussion method3. Intuitive demonstration method4. Cooperation method Teaching resources Multi-Media Cards。
2014年秋新目标九年级英语Unit 6 When was it invented 教师版
Unit 6 When was it invented?heel /hi:l/ n. 鞋跟；足跟n.脚后跟，踵；（鞋、袜等的后跟）；（四足动物的）后脚；踵状物vt.& vi.（使）倾斜vt.给（鞋等）修理后跟at (或to) heel∙ 1.（狗）紧跟主人at (或on) the heels of∙ 1.紧跟…之后electricity /ilektrisəti/ n. 电；电能p.42n.电力；电流，静电；高涨的情绪；紧张electrical adj.用电的，与电有关的，电学的；令人激动的，紧张的，惊人的electrician n.电工，电气技师energy n.[物]能量；活力；精力；精神power n.[机]动力，功率；力量；政权，权力；强国，大国vt.运转；用发动机发动；使…有力量vi.靠动力行进；快速行进adj.权力的；机械能的，电动的；用电力（或动力）发动的scoop /sku:p/ n.勺; 铲子p.42n.铲，勺，水舀，铲斗；一勺[铲]之量；穴，凹处；通气（或通水）口vt.舀；挖空；掏，抓取；[非正式用语]抢先获得、发布style/stail/ n. 样式; 款式p.42n.方式；样式；时髦；仪表，品位vt.设计；称呼；为…造型vi.使符合流行式样；用刻刀作装饰画kind种类type n.类型project /prədʒekt/ n. 项目；工程p.42vt.放映；计划；发射；展现，使突出vi.伸出，突出program n.程序；节目，节目单；计划，安排v.[计]给…编写程序；为…制定计划；设计安排活动；编排pleasure /pleʒə(r)/ n. 高兴；愉快p.42n.愉快；娱乐；令人高兴的事vt.使高兴；使满意vi.觉得高兴，享受；寻欢作乐have the pleasure of something (或of doing somethi∙ 1.[用于正式请求和描写]有幸，荣幸take pleasure in∙ 1.以…为乐事zipper /zipə(r)/ n. (= zip) 拉链；拉锁p.42n.<美>拉链；用拉链的人，装拉链的包vi.拉上拉链vt.用拉链扣上daily /deili/ adj. 每日的；日常的p.42adj.每日的，日常的；一日的；每日一次的；每个工作日的n.日报；（不寄宿的）仆人，白天做家务的女佣adv.每日；逐日；每周日；日复一日地daily life∙ 1.日常生活Everyday adj.日常的，平常的；普通的；每天的；经常website /websait/ n. 网站p.42web n.蜘蛛网，网状物；[机]万维网；织物；圈套vt.在…上织网；用网缠住；使中圈套；形成网状site n.地点，位置，场所；[计算机]网站；遗址；地皮vt.使坐落在；安放，设置；给…造址；为…提供场所pioneer /paiəniə/ n.先锋；先驱p.42n.拓荒者；开发者；先驱者；创始者vt.开拓，开发；做（…的）先锋；提倡list /list/ v. 列表；列清单n. 名单；清单p.42n.清单，目录；倾斜；布边，布头；狭条vt.列出，列入；把…编列成表；记入名单内vi.列于表上mention /menʃn/ v. 提到；说到p.42vt.提到，说起；提名表扬n.提及don't mention it∙ 1.不用谢；没关系mention someone in one's will∙ 1.将遗产赠给by accident 偶然；意外地p.43n.意外事件；事故；机遇，偶然；附属品without accident1.安全地nearly /niəli/, /nirli/ adv. 几乎；差不多 p.43not nearly1.远非，根本不boil /bɔi l/ v. 煮沸；烧开p.43n.煮沸，沸腾；疔，疖子；[医]疡肿，脓肿vt.& vi.（使）沸腾，开vt.用开水煮，在沸水中煮vi.怒火中烧，异常气愤smell /smel/ n. 气味v. 发出气味；闻到p.43n.嗅觉；气味；臭味；发出臭气的人[东西]vt.& vi.& link-v.嗅，闻；闻出，发觉，查出；发出…的气味saint/seint/ n. 圣人；圣徒p.43take place 发生；出现p.43doubt /daut/ n. 疑惑；疑问v. 怀疑p.43without doubt 毫无疑问；的确p.43n.怀疑，疑虑；未确定vt.怀疑，疑惑vi.不确定，不能肯定或怀疑beyond doubt1.无疑地，确实地in doubt1.可怀疑的，存在疑问的without (a) doubt1.毋庸置疑地Doubtful adj. 难以预测的；难以预料的，未定局的；怀疑的，拿不准的；不明不白fridge /fridʒ/ n. 冰箱p.44translate /trænsleit/ v. 翻译p.44n.译员( translator的名词复数)；翻译者；翻译家；翻译机lock /lɔk/, /la:k/ v. 锁上；锁住p.44n.锁；水闸，船闸；（机器部件等的）锁定；一把，一撮vt.锁上；锁好，关好；使固定；隐藏vi.卡住，不动；纠结；僵硬不动lock out∙ 1.停工：在劳工纠纷期间不让（雇佣工人）工作under lock and key∙ 1.妥善锁藏着lock on to∙ 1.（用雷达或类似手段）定位跟踪（目标）lock someone out∙ 1.给…吃闭门羹，闭门不让进∙ 2.（雇主）不让员工进厂earthquake /ə:(r)θkweik/n. 地震 p.44 n.地震；大变动；动乱quake vi.发抖，颤抖；摇动，震动n.震动，摇动；〈口〉地震；战栗sudden /sʌdən/ adj. 突然（的）p.44adj.突然的，未预见到的；急躁的，仓促的；快的，迅速的；急剧all of a sudden 突然; 猛地p.44biscuit /biskit/ n. 饼干p.44cookie/kuki/ n. 曲奇饼干p.44instrument /instrumənt/n. 器械；仪器；工具p.44n.仪器；手段，工具；乐器；法律文件vt.用仪器装备；为演奏谱曲；向…提交文书crispy /krispi/ adj. 脆的；酥脆的p.45adj.易碎的，精神爽快的sour /sauə(r)/ adj. 酸的；有酸味的p.45adj.有酸味的；敌对的；坏脾气的；别扭的vi.变酸，变馊；发酵；厌烦；败坏vt.变坏，恶化；使变酸；使失望；使不毛n.酸味；苦事go (或turn) sour∙ 1.变得不愉快；失去吸引力；变得不受欢迎sour grapes∙ 1.酸葡萄心理（因为自己得不到就诋毁或蔑视某物）by mistake 错误地；无意中p.45customer /kʌstəmə (r)/ n. 顾客；客户p.45custom n.习惯，惯例；海关，关税；经常光顾；[总称]（经常性的）顾客costume 戏服Canadian /kəneidiən/ a. /n.加拿大/人的p.46divide /divaid/ v. 分开；分散p.46divide ... into 把⋯⋯分开p.46vt.& vi.分；划分；分离；（使）产生分歧n.分水岭，分界线；分配divide and rule (或conquer)∙ 1.分而治之purpose /pə:(r)pəs/ n. 目的；目标p.46n.意志；目的；作用；（进行中的）行动vt.有意；打算；企图（做）；决意（做）to no purpose∙ 1.无结果地，无成效地，徒劳地to the purpose∙ 1.与本题有关的，得要领的，合适的；有用的On purpose 故意地Purposeful adj.有目的的，故意的；意志坚强的，果断的；有意义的，意味深长的；重大的basket /ba:skit/ n. 篮；筐p.46n.篮；一篮；（篮球运动的）篮；投篮得分v.把…装入篮内；把…丢入字纸篓里the Olympics /əu limpiks/ 奥林匹克运动会p.46look up to 钦佩；仰慕抬头看（某人或某物），尊重[敬仰]（某人）；企慕；瞧得起；仰慕Look down on / upon俯瞰（某处）；看不起（某人）；轻视hero /hiərəu/ n. 英雄；男主角p.46n.英雄，勇士；男主角；（古代神话中的）神人，半神的勇士复数：heroesn.女主角；女英雄；女杰出人物复数：heroines。
人教新目标英语九年级 Unit 6 When was it invented SectionA(1a1c)教案
Unit6 SectionA（1a-1c）教案Analysis of teaching MaterialThis section teaching content is English version of the Book 9 Unit 6, topic for discussion introduced the invention of the history and purpose, main is to enable students to correctly understand and use the passive voice to skillfully introduce items invention process and history, through the study of the lesson, students need to master the general passive voice, past tense in the study, understand the human scientific invention created a rich material civilization, stimulate innovation ability and desire. The passive voice in this class content, is an examination of a key, is also the difficulty, according to the English curriculum standards "ability of using English to do things" flexible, students must learn to correctly use the passive voice, they learned in this unit to describe objects are created, by the historical process of invention, so as to achieve the purpose of their major.Analysis of Student SituationOur school is an ordinary coun ty school, there aren’t many top student s, and my class is an ordinary class, so the student's basic condition is worse. English is the worst subject of all subjects. Some students have lost confidence in English, there are some students think English is more and more difficult, not gradually, not interested, don't concentrate in class, speaking is not very active. For this kind of situation, in the process of teaching I specially pay attention to adding interest, at the same time pay attention to each student's emotions, so as to improve the students' interest in learning English. Help them build learning sense of achievement and self-confidence, and make them in learning in the process of developing comprehensive language using ability, enhance practical ability, training their innovation spirit.Three-dimensional targetsKnowledge and skill goalsTo learn some new sentences:1）--When was the telephone invented?--It was invented in1876.2）-- Who was it invented by?-- It was invented by Bell.3）--What is it used for?--It is used for talking with people.Process and method goals1）Listening and Speaking2）To train the students’ cooperation with their partners.Emotional attitudes and valuesBy learning the time and uses of some modern inventions, and stimulate the emotion that students love to invent. Develop imagination and be good at observing things. In the face of difficulties, we should solve it with a positive attitude, use our imagination, understand the world, and transform the world.Remember: No inventions, no life!Teaching important points1. To learn Passive V oice of the past tense.2. To learn some new sentences:1）--When was the telephone invented?--It was invented in 1876.2）-- Who was it invented by?-- It was invented by Bell.3）--What is it used for?--It is used for talking with people.Teaching difficult points1. How to turn the active voice of the past tense into a passive voice.2. Use the passive voice of the past tense to discuss the inv entions’ time and purposes.The teaching method1. Situation teaching method2. Group discussion method3. Intuitive demonstration method4. Cooperation method Teaching resources Multi-Media Cards。
人教新目标英语九年级Unit6WhenwasitinventedSectionB(2a2e)教案
Unit6 SectionA（2a-2e）教案Teaching aims：1. Knowledge aims:①Master the following words and expressions: the Olympics、professional players、Canadian、not only…but also…、look up to、stop sb. from doing sth.②Passive voice in past tense.2. Ability aims:①Talk about the history of basketball.②Use a mind map to summarize what students remember.③Develop students’ abilities of working in groups.Teaching important points:①Master some key words、phrases and sentence structures well.②Use sentences with passive voice in past tense.Teaching difficult points:①Use a mind map to remember students learn.②Passive voice in past tense.Teaching procedures:Step I Lead-in1. Let the students enjoy a video, and ask “What can you see in the video?/ What are they doing?/ What else can you see?”Present: the Olympics、professional players、Canadian、NBA、hero、look up to、not only…but also…2. How much do you know about basketball?/ How many players are needed in a basketball game?/ How many teams are there in a basketball game?/ Do you know how to play basketball? Present: be divided into…、stop sb. from doing sth.Step II Reading1. Before readingMake a prediction: Look at the picture and the title, what do you think the passage is about? Ss: …2. While reading⑴Skimming: Skim the passage and match the main idea with each paragraph.Paragraph 1 the popularity of basketballParagraph 2 the history of basketballParagraph 3 the invention of basketball⑵Careful-reading:①Read Paragraph 1 and write T or F.Basketball is less than 100 years old. （）Many people play basketball for fun and exercise. （）Basketball became an Olympic event in 1891. （）Basketball is played by over 100 million people in China. （）②Read Paragraph 2 and fill in the chart.③Read Paragraph 3 and fill in the blanks.Step III Mind-mapping1. T: Can we draw a mind map according to the information we read? Learn the reading strategy first: Changing the information you read into a mind map may help you remember it more easily.2. Complete the mind map in 2c.3. Use the mind map to summarize what you remember about basketball and retell the passage. Let the students practice first and then ask some students to retell the passage.Step IV Group workT: What do you think of being a famous basketball player?/ Do you want to be a famous basketball player? Why or why not?There are some good and difficult things about being a famous basketball. What are they? Discuss in a group of four and make a list of them. Write down the results of discussion in the chart.Step V Debating Competition1. “Is it good or difficult to be a famous basketball player?”Divide the competitors into two teams( A/B). Let the students come to the front and show their opinions “It’s to be a famous basketball player because…” The team that can give more reasons will win the competition.2. Show some of the st udents’ ideas, and ask a student to make a rep ort.Step VI SummaryWhat have we learnt today?Step VII HomeworkWrite a short passage about basketball according to what you have learnt. Blackboard design:。
2014年秋新目标英语九年级Unit6 When was it invented Section A 1a-1c全单元课件
When was it invented?
Section A 1a-1c
年份的读法
1
两个数字一组，分为前后两组 1865 eighteen sixty five
1989 nineteen eighty nine 千年的读法 2000 two thousand
2
2001 two thousand and one
再听一次，填单词。
Alice: Was your life very difficult when you were a kid? Grandma: Oh, not really. Why? Alice: Well, you didn‟t have modern inventions like a telephone , right? Grandma: Of course we did! How old do you think I am? The telephone was in 1876. You need to take a history class Alice! Alice: Haha! How about car ? They weren‟t invented yet, were they? Grandma: Yes, they were. Cars were invented in 1885. My family had a car.
Do you know?
What are the Four Great Inventions in ancient China?
Chinese four great ancient inventions
compass
Paper making
gun powentions
英语人教新目标九年级全一册(2014年新编)Unit 6 When was it invented Section B 教案
Section BThe Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects（1）Key Vocabularysweet, 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 ObjectsDo you 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. Pair workⅤ. Teaching Aids1. A tape recorder.2. Some bags of potato chips.Ⅵ. Teaching ProceduresStep Ⅰ Revision1. 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 Ⅱ 1aThis activity introduces new vocabulary.First, show the new vocabulary on the screen by a projector.sweet adj. 甜的；含糖的salty adj. 咸的；含盐的crispy adj. 脆的；易碎的sour adj. 酸的；酸味的potato n. 土豆chip n. （食物等）片mistake n. 错误；过去；误解by mistake 错误地thin adj. 薄的；细的in the end最后；终于chef n. 厨师sprinkle v. 撒（粉末状物）；洒（液体）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 words fluently.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 thefoods taste to the class with the new adjectives, sweet, crispy, salty and sour. Students may use more than one word to describe some foods.Step Ⅲ 1bThis 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, honey crispy: French fries, salad, lettucesalty: French fries, olives, pepperoni, pizza, popcorn sour: pickle, grapefruitStep Ⅳ 2aThis 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 to 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 listenand circle T for true or F for false.Check the answers with the whole class.Answers1. T2. F3. T4. F5. F6. TTape scriptBoy 1: Hey, did you know that potato chips were invented by mistake?Boy 2: Really? What do you mean?Boy 1: Well, here on the bag it says that they were invented by a chef called George Crum.Boy 2: When was that?Boy 1: Oh, it was way back in 1853.Boy 2: So, why was it an accident?Boy 1: 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.Boy 2: So what happened?Boy 1: Well, George was in a bad mood, so he cut the potatoes really, really thin, and he cooked them for a long time until they were crispy.And he sprinkled lots of salt on them so they were really salty.He thought the customer would hate them.Boy 2: And?Boy 1: And the customer loved them and asked for more. He told the other customers about them, and soon everyone was ordering thinly-sliced, crispy, salty potato chips.Boy 2: And we’re still eating them today.What a cool story!Boy 1: Yeah.StepⅤ 2bThis 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. Answers1. Did you know2. were invented3. 18534. were crispy5. really saltyStepⅥ 2cThis 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.SA: Did you know potato chips were invented by mistake? SB: Wow, I didn’t know that. Who invented them?SA: 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!Step Ⅶ SummaryIn 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. Step Ⅷ Homework1. Try to remember the new words learned today.2. Write out the conversation that you made by yourselves in Activity 2c.StepⅨ Blackboard DesignUnit 9 When was it invented?Section BThe Fourth PeriodTarget Language:A: Did you know potato chips were inventedby mistake?B: Wow, I didn’t know that. Who inventedthem?A: They were invented by a chef calledGeorge Crum.The Fifth PeriodⅠ. Teaching Aims and Demands1. Knowledge ObjectsKey Vocabularyby 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, special2. 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. Pair workⅤ. Teaching Aids1. Some real different kinds of tea and a real flying disk.2. A projector.Ⅵ. Teaching ProceduresStep 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.Step Ⅱ 3aThis activity provides reading practice using the target language.First, show the new words in the reading passage on a screen by a projector:by accident 偶然；意外beverage n. 饮料thousand n.一千；许多according adj. 相符的；一致的according to 根据……；按照ancient adj. 古代的；古老的legend n. 传说；传奇故事emperor n. 皇帝；君主boil v.煮沸；烧开fire n. 火；炉火leaf n. 叶；树叶（ pl. leaves）nearby adj.临近的；附近的 adv. 在附近fall into落入；陷入remain v.保持；剩余；残余notice v. 注意到 n. 注意；通知produce v. 生产；制造；产生pleasant adj.舒适的；令人愉快的smell n. 气味；嗅觉taste v. 尝；品尝in this way 这样Point to each word on the screen and teach the children to read it. Do it several times until the students can read each word correctly. Ask some students to read the words to the class to see if they can pronounce each word correctly.Ask the students to read the instructions together. Point to the title of the passage and say like this, showing a bag of tea to the class, we’ve learned the history of chips. Now there is a passage about the invention of tea. Please read the article silently by yourselves now and write out the answers to the questions beneath the article.Read these four questions to the class:1. What is the article about?2. When was it invented?3. Who was it invented by?4. How was it invented?Tell them to read the article at least twice.They can try to catch the main idea the first time and answer the questions the second time. Tell them to circle any words or phrases that they don’t understand.Ask four different students to read their answers to the class. Then ask some others to decide if their answers are right.Anyone in the class can provide his or her different answers to the class.Check the answers with the class.Then encourage the children to ask questions on the words or phra ses that they don’t understand. Ask other students to explain or define the new words in their own words, but make sure that they can be understood. Have the children correct their answers in writing and read the article loudly several times.Answers1. The article is about the invention of tea.2. It was invented over three thousand years ago.3. It was invented by the Chinese emperor, Shen Nong.4. It was invented by accident.Step Ⅲ 3bThis activity provides reading and writing practice using the target language.Ask the whole class to read the instructions together. Then show a real flying disk to the children and tell the children the name of the toy is a flying disk in English.You’ll have to write an article using the notes in the box. The article will tell how the flying disk was invented. At first, let’s go over the notes in the box. There are some new words.Go over the notes with the class. Point out the new words. Teach them to read and do some explanation at the same time. Make sure that all the students make everything in the notes clear.Then ask the children to look at the contents and the picture in the right box.Look at the picture in the right box. We can see a flyingplate in the animal’s mouth. And the title of the article has been given--from pie plate to flying disk. Also the first sentence has already been given to us. Let’s read the title and the first sentence together now.Have the students read together.Find out how the writer combined the phrases in the notes into one sentence and try to say out the next sentence.Let them think for a while. Then ask several ones to say their sentences to the class. The sentences will vary, but have to be correct and meaningful.For example, someone may say like this:The original flying disk was really a metal pie plate from a bakery in Bridgeport, Connecticut.Then ask the children to make their own sentences with the notes given and note to say out the sentences in proper order to be an article. Let them work in pairs, listen to and help each other.After that, get the students to write their own articles. More around the classroom while they are writing, checking progress and offering help as necessary.Next, ask several students to share their articles with the class.Correct the mistakes they may have made.If time permits, get the students to work in pairs and check each other’s article.Sample writing:The flying disk is a toy which was invented by a group of college students. It was invented in the 1950s. In fact, the students didn’t invent it.They just discovered it. The original flying disk was really a metal pie plate from a bakery named Bridgeport in Connecticut. The students there liked to eat the bakery’s pies. And then they threw the pie plates around. A company began making plastic disk. Now there are flying disk clubs, a flying disk magazine, and even a national flying disk festival in September.Don’t you think it’s amazing that all this started from a pie plate?Step Ⅳ 4aThis activity provides reading and writing practice using the target language.Read the instructions to the students.There is always something that we hate doing. For example, I hate cleaning the blackboard. What about you?Then ask some children to say the things they don’t like doing to the class.After that, continue saying. Now please think of an invention that could help you.For me, I want to invent a self-cleaning board with something like a car’s windshield wipers. Then I would never need to clean the blackboard myself. What about you?Get the students to discuss the things they hate doing and the inventions that could help them. Let them work in pairs.Then call the children’s attention to the chart on the right.Get them to look at the sample answer and try to complete the chart first.Ask some children to give their answers to the blanks of use and price. Such as,Use: to write tests instead of me by listening to me Price: one hundred yuan per penThen get the students to fill in the chart with the details of their own inventions.Don’t review the task. It will be done in the next task. Step Ⅴ 4bThis activity provides listening and speaking practice using the target language.Read the instructions to the class.Get the students to ask and answer questions about their inventions in pairs first.Ask a pair to make a model conversation before the whole begin practicing. For example, they may say like. （ B—Businessperson , I—Inventor）B: Excuse me, what invention was invented by you?I: A special pen.B: What is it used for?I: It is used for writing tests. While the test is on, the pen can write tests instead of persons according to what its owner tells it.B: Wow, that’s great. How much would you like to sell it for?I: I hope I can get 100 yuan.B: OK. I will try to sell it to the class.After that, let the students work in pairs, Imagine one is a businessperson and the other is an inventor while they are practicing.Ask several pairs to share their conversations with the class.Then tell them to look at the model conversation in the box.Ask one student to read the conversation below to the class:A: This special pen was invented by Zheng Jie. It has three colours and it is used for writing tests. It can listen and write while the test is on. It is 100 yuan. Is anyone interested in it?Then ask some others to share their presentations with the class.They have to state the reason for buying them.Then the class votes for the most popular invention they want to buy.Step Ⅵ SummaryIn this class, we’ve read an article about the invention of tea. We’ve also written an article about the invention of the flying disk. We’ve done muchreading, writing, listening and speaking practice using the target language through group work.Step Ⅶ Homework1. Review the new words learned today.2. Rewrite the article--From pie plate to flying disk. Prepare to hand in it next class.3. Write out the presentation in activity 4b.Step Ⅷ Blackboard DesignUnit 9 When was it invented?Section BThe Fifth PeriodAnswers to the questions in Activity 3a:1. The article is about the invention oftea.2. It was invented by the Chinese emperor,Shen Nong.3. It was invented by accident.Suggested answers for Activity 4aProblem: writing testsNew inventions: a pen that listens andwritesUse: writing tests instead of persons bylistening to the owner Price: one hundred yuan per pen。
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语法复习
一般过去时的被动语态 一、一般过去时被动语态的用法
一般过去时被动语态表示过去经常性、习惯性 被动动作或过去某一时刻发生的被动性动作。其结 构为：主语(动作承受者) + was / were + 过去分 词(+ by + 动作发出者)构成,其否定形式was/were 后加not。 如：I was taught by Miss Zhao last year. Those letters were written by a famous writer.
3. Find out information about an invention
you would like to know more about and
write sentences below. Invention _________________________
When
Who Purpose
【注意】被动语态还可用于：强调动作的承受者，而 不强调动作的执行者。 如：The window was broken by Mike. This book was written by him.
二、主动语态变被动语态的方法
(1)把主动语态的宾语变为被动语态的主语。
(2)把谓语变成被动结构(be＋过去分词) (根据被动语 态句子里的主语的人称和数，以及原来主动语态句 子中动词的时态来决定be的形式)。
a special pen
.......
3 b. Imagine you are a business person. Write a description of your new invention. Try to sell the invention to the class.
This special pen was invented by Liu Jie . It has three colors and is used for…
Self Check
1. Complete the passage with the correct forms of the words in the box.
invent nearly
doubt website
mention all of a sudden
It is often difficult to decide on the inventor of certain inventions. This is because sometimes a invent things which are ______ nearly few people may ______ the same. It’s hard to tell who came up with the idea first. Some inventions can also lead to other all of a sudden So some people inventions _______________. doubted whether the inventor came up with the ________ idea himself or herself. They think that the inventor used someone else’s idea to create his or websiteusually her invention. That is why books or ______ mention more than one inventor when giving ________ information about inventions.
C (2013•河北）1. Annie ______ to the party. She had a wonderful time with us. A. invites B. is invited C. was invited D. has invited D (2013•玉林)2. Many houses ______ in the earthquake of April 20, 2013 in Ya’an. A. is destroyed B. are destroyed C was destroyed D. were destroyed (2013•泰州)3. — “Frog”， Mo Yan's latest novel, please! D — Sorry, it ________ just now. But it will come out again soon. A. sold out B. is sold out C. has sold out D. was sold out
1. 完成课时作业。 2. 熟读并背诵Self Check 1。
语法复习
(3)把主动语态中的主语放在介词by之后作宾语,将主
格改为宾格。
All the people (主语：动作的发出者)laughed at him（宾语：动作的承受者）. He（主语：动作的发出者）was laughed at by
all the people.（宾语：动作的承受者）
小结训练：
3a. Think of something that you do not like to do. Then think of an invention that could help you. Make notes.
Problem
quickly taking notes in class
New invention What it is used for
小结训练：
(2013•雅安) 4. 一Who designed this game? C 一It _______ by Tom in 1999. A. is designed B. designs C. was designed D. designed (2013•临沂) 5. —Do you know Earth Day? D —Sure. It _______ in 1970 to tell us to protect our planet. A. sets up B. set up C. is set up D. was set up (2013 •衢州) 6. Lots of food and water A ______ Ya’an, Sichuan Province immediately after the earthquake happened. A. were sent B. are sent C. send D. sent
So some people doubted whether the inventor came up with the idea him -self or herself. (1)该句是包含宾语从句的主从复合句。这 样的结构要注意主句如果是过去时态，从 句一般要用相应的过去时态（客观事实除 外）。 如：Last class our physics teacher said that the moon goes around the sun. He said he would go back home next month.
2. They used five eggs to make this big cake. Five eggs were used to make this big cake. ____________________________________ 3. When did they invent the personal computer? When was the personal computer invented? ____________________________________ 4. They asked us not to run in the hallway. We were asked not to run in the hallway. ____________________________________ 5. Someone took the video back to the store. The video was taken back to the store . ____________________________________
语 法 重 点 一
(2) come up with 想出 注意类似词组catch up with 赶上keep up with 紧跟。 I want to catch up with him in English study. Don’t fall behind ,keep up with the others.
语 法 重 点 一
2.Rewrite these sentences using the passive voice.
1. Someone stole my watch. My watch was stolen by someone . ____________________________________
•
This special pen was invented by Liu Jie. It has three colors and is used for taking notes quickly. It is very useful if you have a lot to write down. The pen comes with a microchip that can store a list of common words that you will use. You can program the words you will use often into the microchip’s memory, then assign a short form to each word. When you are writing, you just need to write the short forms with the pen, press a button on the pen and all the short forms will change into the actual words. The microchip can contain up to 50 words and you can make changes to the list of words whenever you need to.