Unit 6 When was it invented(第1课时)教学设计-公开课-优质课(人教版精品推荐)

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Unit_6_When_was_it_invented教学设计

3. 学生不善于建立良好的知识体系，不注重学习的方法和策略，因此，教师更要注重学生学习方法的指导和学习技能的培养。
4.课堂上要注意即时性评价的技巧，以不断激发、调动学生参与课堂的主动性。
3.教学目标（含重难点）
一、知识与技能
重点词汇和短语:sweet, salty, crispy, sour, potato, chip, by mistake. thin, in the end, chef , sprinkle,by accident,
聚光灯
四、教学评价设计
1.评价方式与工具
■课堂提问■书面练习 □制作作品 □测验 □其它
2.评价量表内容（测试题、作业描述、评价表等）
Choose one according to your own level.
Level A:read and imitate the conversation in1c/1d.
1c/1d听力训练
让学生描述howdopotato chips taste及根据图片描述how to make potaoto chips。然后提问When and where were potato chips invented?
Who were potato chips invented by?
2.学情分析
1. 初三年级的孩子有良好的生活体验和语言基础，而且由于年龄的特点，他们有较强的求知欲，喜欢探究事物，具备思考和分析的能力，进而，教师很容易激发学生对薯片起源、历史和茶的发明的学习，有效地掌握本节课的教学重点和难点。
2.由于对话相对较长，学生的注意力又比较容易分散，因而，在听力材料的处理上教师要做好调动工作，用明确的任务激励、引导学生完成本堂课的学习过程。
对话操练

Unit6Whenwasitinvented教学设计(推荐文档)

初二英语上册第六单元教学案Unit 6 When was it invented第一课时SectionA1a---Grammar focus一．教学目标1.语言目标：⑴词汇：invent，calculator, scoop, adjustable, heel, battery, operate, battery-operated, slipper, heat, be used for.⑵句型：when was it invented?Who were they invented by?What are they used for?2.能力目标：⑴通过本课时的学习，绝大部分的学生能够谈论发明出现的时间，用途和发明者。

⑵大部分学生能够组织语言谈论生活中的发明。

3.情感目标：通过了解为人们的生活带来便利的发明，激发学生不断探索与创新的精神，帮助学生树立刻苦学习、用发明来改变世界、为人类造福的远大理想。

二．教学难重点通过目标语言的学习，学会正确运用被动语态来谈论一些发明的历史和用途并能运用所学的语言知识来描述生活中的一些发明。

三．教具多媒体图片卡片等实物四．教学过程1. Warming-up activities⑴.让优秀学生利用以下句型向大家介绍自己课前收集的图片。

This is ….It was invented by ….It was invented in ….It is used for ….⑵. 小组合作，在组内交流彼此收集的图片和信息。

在交流的过程中运用⑴中的句型，并尝试引入目标句型。

（设计思路：活动⑴中让优秀学生介绍自己收集的图片，为其它学生做示范，同时也引起大家对发明的兴趣。

让学生对the history ofinventions介绍有初步的认识和把握。

通过活动⑵让所有学生都能获得说的机会，进一步熟悉与the history of inventions的相关内容。

为下一步目标句型的出现做好热身准备。

Unit 6 When was it invented？(第1课时)教学设计

Unit 6 When was it invented？（第1课时）教学设计一. 教材分析Unit 6 “When was it invented?” 是人教版小学英语PEP教材三年级下册的一单元。

本单元主要学习一般过去时，让学生能够运用一般过去时询问和回答关于物品发明的时间。

本节课的主要内容是词汇和句型的学习，包括动词短语“draw pictures”, “tell stories”, “play chess”, “have a snack” 等，以及一般过去时的疑问句和回答。

同时，本节课还涉及到一些时间表达法，如“yesterday”, “last week” 等。

二. 学情分析学生在之前的学习中已经掌握了一般现在时，对动词短语和时间表达法有一定的了解。

但三年级的学生对一般过去时的理解和运用还有待提高。

因此，在教学过程中，需要通过具体的情境和活动帮助学生理解和运用一般过去时。

三. 教学目标1.知识目标：学生能够听懂、会说、会读本节课的主要词汇和句型，如动词短语“draw pictures”, “tell stories”, “play chess”, “have a snack” 等，以及一般过去时的疑问句和回答。

2.能力目标：学生能够在适当的情境中运用一般过去时进行交流，提高语言运用能力。

3.情感目标：培养学生对英语学习的兴趣，激发学生探索科技发展历史的欲望。

四. 教学重难点1.重点：学生能够掌握本节课的主要词汇和句型，能够用一般过去时进行简单的交流。

2.难点：学生能够正确运用一般过去时，特别是在实际情境中进行运用。

五. 教学方法1.情境教学法：通过设置科技发明的历史情境，让学生在具体的情境中学习和运用语言。

2.任务型教学法：通过小组合作完成任务，激发学生的学习兴趣，提高学生的语言运用能力。

3.游戏教学法：通过趣味性的游戏活动，巩固所学知识，提高学生的学习积极性。

六. 教学准备1.教学课件：制作多媒体课件，包括图片、动画、视频等，帮助学生直观地理解和学习。

Unit 6 When was it invented 第一课时教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 6 When was it invented?Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：heel, scoop, electricity, style, project, pleasure, zipper,daily, website, pioneer, list, mention能掌握以下句型：①—When was the telephone invented?—I think it was invented in 1876.②—What are they used for?—They are used for seeing at night.2) 能谈论物品被发明的时间、发明者，表达某发明的用途。

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

培养想象力，善于观察事物。

面对难题，用积极的态度去解决，发挥想象力，认识世界，改造世界。

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

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

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

T: Do you know what these inventions are?S1: It’s a car.S2: It’s a telephone.S3: It’s a television.T: Do you know who these inventors are?S1: Karl BenzS2: Alexander BellS3: J. L. BairdLet Ss match the inventions and the inventors.Ⅱ. Presentation引导学生们学习一般过去时态的被动语态结构。

Unit 6 When was it invented优秀教学设计

A: I think the TV was invented before the car.
B: Well, I think the TV was invented after the car.
Help the students to discuss in groups like this:
A: I think the TV was invented before the car.
Step 1: Lead-in
Show pictures of the four great inventions. Say“Today we are going to talk about inventions. Do you know what an invention is? These are the four great inventions in ancient China.“Show some pictures about modern inventions(computer, television, telephone and car). Tell students that all of the things were invented in the last 150 years. Point to each picture and let students tell what it is. Then write the names of the inventions.
Unit 6 When was it invented?教学设计
所用教科书书名
人教版新目标go for it
所教年级
九年级
所教册次、单元
全一册Unit 6
设计主题
SectionA(1a-2d)Listening and Speaking

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

人教版九年级英语《Unit 6 When was it invented？》教学设计一. 教材分析人教版九年级英语《Unit 6 When was it invented?》主要介绍了与日常生活相关的科学技术发明的历史。

本单元包括一般过去时的被动语态，以及表示过去某段时间经常发生的动作或存在的状态的用法。

本节课旨在让学生掌握一般过去时的被动语态，能够运用本课所学内容进行交流。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写简单的英语句子。

但部分学生在语言表达方面仍有困难，需要教师的耐心引导和鼓励。

此外，学生对于科技发明的历史知识了解有限，需要在教学过程中进行补充。

三. 教学目标1.知识目标：–掌握一般过去时的被动语态。

–了解与日常生活相关的科学技术发明的历史。

2.能力目标：–能够运用一般过去时的被动语态进行交流。

–提高学生的听说读写能力。

3.情感目标：–激发学生对科学技术发展的兴趣。

–培养学生的创新意识。

四. 教学重难点•一般过去时的被动语态。

•与日常生活相关的科学技术发明的历史。

•一般过去时的被动语态的运用。

•对科学技术发明历史的理解。

五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中学习、运用英语。

2.交际法：引导学生进行互动交流，提高口语表达能力。

3.任务型教学法：通过完成任务，培养学生综合运用英语的能力。

4.启发式教学法：引导学生主动思考，激发学习兴趣。

六. 教学准备1.教材：人教版九年级英语《Unit 6 When was it invented?》。

2.辅助材料：科技发明历史的相关图片、视频等。

3.多媒体设备：投影仪、电脑等。

4.教学卡片：一般过去时的被动语态的句子。

七. 教学过程1.导入（5分钟）利用图片或视频介绍科学技术发明的历史，激发学生的兴趣。

引导学生谈论自己了解的科技发明，复习一般过去时。

2.呈现（10分钟）展示本节课的主要内容，引导学生关注一般过去时的被动语态。

Unit 6 When was it invented教学设计01

Show Ss some pictures with some information and ask Ss to have a discussion.
1.What is famous in your city?
2.What is it made of?
3.Make a conversation using 2d as a model.
Step8
Activity 2d.
Let Ss listen to the tape and ask them to answer the questions.
Step9
Listen again and read the conversation in the textbook.
Step10
Pair works.
Unit5Section A教案
Class Type
Listening, reading and speaking
Objectives
1.Tolearn what materials the things were made of.
2.Toknow what the things are made of and where they were made.
E.g. :
A: This ring looks nice.Is it made of silver?
B: Yes, and it was made in Thailand.
Step 5
Activity 2a.
Let Ss listen a conversation and check the main topic of Nick and Marcus’conversation.

unit6whenwasitinvented？(第1-4课时)教案+学案.doc

Unit 6 When was it invented?（第1 课时）一、教材分析：本课选自初中英语新人教版九年级（2014）新改版。

谈论的话题是有关“发明”的话题。

要掌握的结构是被动语态。

本课时的教学内容是听力与口语相结合，重难点是词汇和短语教学。

二、三维目标：1•知识和技能目标：1）谈论重要发明的发明时间，发明者和用途。

2）了解薯条、茶和篮球的发明历史。

2.过程与方法目标：1）能运用所学知识练习被动语态的句式。

2）能用所学句型进行交际练习。

3.情感、态度和价值观目标：充满想象力，善于观察事物，面对难题，用积极的态度解决, 发挥创造能力，认识世界，改变世界。

三、教学重点：单词，短语和句型。

四、教学难点：运用被动语态谈论重要发明的时间、发明者和用途。

五、教学策略：通过谈论重耍发明的练习，充分掌握被动语态的用法.六、教学准备：多媒体课件教科书课前预习学案。

七、教学环节：Step 1 leading-inTel 1 the students something about Tomas Edison and his inventions.Get the students to brainstorm some other inventions and their inventions.（设计说明：本环节以发明家爱迪生为切入点，引入木课的话题和重点句型，让学生通过听, 说，看的形式，在教师的提示下自我发现并关注目标语言的形式和用法，同时呈现文川的部分生词和短语，为学生阅读扫除障碍。

）Step 2 listening1.Get the students to guess when the inventions in the pictures were invented and ask them to read the dates individually to make sure they can make it .2.Play the tape for the first time and get the students to match the dates with the inventions and then check the answers・3.Pl ay the t ape for the seco nd time and ask the students to read after the recording so as to be familiar with the new sentenee structures •（设计说明：先引导学生通过猜测的方式来谈论听力材料中出现的H期，再通过检测学生对年份的读法扫除听力过程中可能出现的障碍。

九年级英语全册《Unit 6 When was it invented(第1课时)》教案 (新版)人教新目标版

目标 2. 正确使用以下常用表达：
教
1) be used for, think of, have a point, become popular.
学
2) shoes with special heels, shoes with lights, such a great invention, in our
④ I think so because I saw a __________ (information/website) last week.
⑤ I read a newspaper yesterday and it __________ (mentioned/mention) the pollution.
通过互相询问发明物、发明人、发明用途，感受发明给人类生活带来的巨大变化。
目标
教学重点
1．询问发明物的发明时间、发明者、发明用途。
2．理解含有一般过去时的被动语态的表达方式。 3．就发明这一话题进行对话练习。
教学难点教学方法
1．用被动语态询问发明物的时间、发明者和发明用途。 2．理解含有一般过去时的被动语态的表达方式。情境教学法；任务型教学法
② My father usually goes through the ________(day/daily) newspaper every evening.
③ She often buys new clothes and they are all in __________ (style/new).
Ⅲ.强化巩固
学问出 When was the car invented? 另外一组叫 car 的同学要马上说出 I think it was invented in 1885，然后游戏继续，由 car 继续发问。答题过慢，时间说错或句法有问题都算错。感知 2．用 PPT 出示一系列问题（见课件），引导学生找出本小节的目标语言和单词词组。目标语言：What are they used for? They are used for…. 单词词组：heel, scoop, electricity, style, shoes with special heels, shoes with lights，be used for… 体验 2. 小组之间进行对话练习 A: How about the shoes with lights, what are they used for? B: They are used for seeing in the dark when you get up at night. 感知 3. 通过问题提示阅读的方式（见课件），学生找出 2d 部分的目标语言和单词词组。目标语言：When was the zipper invented? It was invented in 1893.

Unit 6 When was it invented_教案 (1)

Unit 6 When was it invented?Section A 1 (1a-1c)一．教学内容1.复习并学习与创造相关的表达。

2.学习一般过去时的被动语态：--When was the ...invented?--It was invented in...--Who was it invented by?--It was invented by...3.复习并学习一般现在时的被动语态。

--What is the... used for?--It is used for doing...二、教学目标：1. 语言知识目标：〔一〕能掌握以下句型：①—When was the telephone invented?—I think it was invented in 1876.②—What are they used for?—They are used for seeing at night.〔二〕能谈论物品被创造的时间、创造者，表达某创造的用途。

2. 情感态度价值观目标：了解一些近现代创造的时间及用途，激发自己热爱创造的情感。

培养想象力，善于观察事物。

面对难题，用积极的态度去解决，发挥想象力，认识世界，改造世界。

三、教学重难点1. 教学重点：1) 学习运用一般过去时态的被动语态。

2) 学会询问创造时间及用途的根本句型：—When was the telephone invented?—I think it was invented in 1876.—What are they used for?—They are used for seeing at night.2. 教学难点：运用一般过去时态的被动语态来讨论创造的创造时间、创造者及用途。

四、教学过程Step1. GreetingsStep2. warming up1.Watch a video about Chinese traditional inventions2.Look at the pictures and talk about the inventions in English.Step3. Lead in1.Look at the picture about Edison and his bulb,lead in the topic about modern inventions.2.Look at the pictures and play a guessing game. Trying to guess which one was invented the first/last .3.Work on 1a. Group work. Which one do you think was invented first/last? Number the inventions 1-4 (1=first, 4=last)4.Ask some groups to show their discussions.Step4. Listening1.Look at the pictures of years,and learn how to read the years.2.Play a game. Ask students to pick one of the papers and then read out the year on the paper.3.Look at the picture on the book and guess their relationships and what they are doing now.4.Work on 1b. Listen to the tape and match the inventions with the years.5.Pair work to check the answers.6.Listen again. Choose the right expressions to fill in the conversation.7.Ask two students to role play the conversation and check the answers.8.Listen to the tape and read after the tape.9.Underline some language points.Step5. Practice1.Look at the inventions,inventors and time,make conversations to talk about the inventions in the chart.2.Ask some pairs to show their conversations.3.Ask students to learn about the usages of these inventions. And learn to talk about the sentence structure “What ed for? It is used for doing...?’Step6. HomeworkStep7. Blackboard designStep8. Teaching reflection上课时发现大局部学生能跟上，并随时准备做好笔记，但仍有那么小局部同学需要随时把他们注意着。

Unit6教学设计人教版九年级英语全册

第6单元第1课主备人：审核人：第1课时课型新授课课题When was it invented?课时总5课时授课人刘娜主备教师设计思路授课教师二次备课教学目标：1. 学生能够了解各项发明的具体时间并排序；2. 学生能够用be invented, be used for等结构表达某项发明的信息；3. 学生能够在交流中熟练运用一些口头表达常用句型；4. 学生能够感受到科技发明对生活产生的影响并举例说明。

教学重点：用be invented, be used for等结构表达发明信息。

教学难点：举例说明科技带来的影响。

教学方法：“ARE”教学模式下的自主学习→合作探究→启发式教学课前自学自学活动：1. 知识链接：搜集影响力较大的事物（如中国的四大发明或电视机、电脑等）的发明信息，了解其发明者及时间等。

2. 教材自学：（1）预习本课所涉及的单词及短语，完成学案上的词汇检测；（2）自主阅读2d，标出不太理解的句子，多读几遍，直到把课文读得准确、流利。

自学质疑：学生自学后有什么问题或疑问，提出来当堂解决。

我的困难（或问题）是：。

课上研学一、自学反馈学生以小组形式讨论课前自学中遇到的困难或疑问，如有组内无法解决的，则进行全班讨论。

老师将在导入环节对学生的课前自学进行检测。

二、聚焦问题1. 学生完成听力练习后，根据所知信息进行句型操练，如：—When was the telephone invented?—I think it was invented in 1876.—What are they used for?—They are used for …2. 学生读完2d之后回答以下问题：（1）What invention are they talking about?（2）Do they think it a great invention? Why?三、研究分享合作探究、小组分享：学生小组讨论，确定一个对生活产生巨大影响的发明并阐述其重要影响。

人教版英语九年级Unit6Whenwasitinvented第一课时教学设计

b.组织课堂讨论，让学生谈论科技发展对生活的影响，培养他们的责任感和创新意识。
c.通过学习英语，让学生了解世界各地的文化，拓宽视野，提高跨文化交际能力。
四、教学内容与过程
（一）导入新课
在这一环节，我将采用图片展示和问题引导的方式，激发学示图片：在课堂上，我展示一组与发明物相关的图片，如电视、电话、电灯、飞机等。同时，提出问题：“Do you know when these inventions were invented?”让学生观察图片并思考问题。
2.小组展示：每个小组选派一名代表，向全班展示他们的讨论成果。
3.互相评价：鼓励学生相互评价，提出建议，共同提高。
（四）课堂练习
在这一环节，我将设计各种练习活动，帮助学生巩固所学知识。
1.填空题：设计一般过去时态的填空题，让学生在实际操作中掌握这一时态的用法。
2.句子改错：设计一些包含错误的句子，让学生找出错误并改正，提高他们的语法能力。
难点：学生需要在理解的基础上，能够用自己的语言复述课文内容，这对他们的语言组织和表达能力是一大挑战。
3.重点：激发学生对科技发明的兴趣，引导他们思考科技对生活的影响。
难点：如何将情感态度的培养与语言知识的学习有效结合，让学生在学习过程中自然地形成正确的价值观。
（二）教学设想
1.为了突破重点和难点，我设想通过以下步骤进行教学：
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于让学生掌握一般过去时态的用法，特别是在描述发明物的历史背景时的应用。此外，对重点词汇和短语的掌握也是教学的重点。
难点：一般过去时态在句子中的正确运用，以及如何将这一时态与发明物的历史背景有效结合，进行准确的叙述。
2.重点：培养学生通过阅读获取信息的能力，特别是对课文细节的理解。

Unit 6 When was it invented(period1)教案

Unit 6When was it invented?Section A (1a-1c, 2c)Language goal:Talk about the history of inventions.Emotion & attitude goal:Enable the students to be aware of different inventions around them.Important points:1. When was/were … in vented?It was/ They were invented in…I think … was/were invented before/after…2. Who was it/were they invented by?It was / They were invented by…3. What is it/are they used for?It is/ They are used for...Difficult point:The passive voice of the simple past tenseTeaching procedures:Step 1 Warming-up1.Play a video and lead into new lesson.T: Good morning, everyone! Let’s relax ourselves and enjoy a video. What’s the video about? Yeah, great! It’s about inventions. You can see inventions all aroundus, from TV to car, from food to clothing. We should say nobody can live without them. Don’t you think so? Yes, we live in a world of inventions. These inventions make our life easier and more comfortable. In this unit we’ll talk about some inventions and their history.2. Teach “invent/inventor/invention” and “was invented”.Step 2 Talking and Presentation1. Present the four great inventions in ancient China by showing them pictures of them. (Gunpowder, paper-making, printing and compass)2. Students talk about the light bulb and its inventor Thomas Edison.3. Show some pictures and ask about other modern inventions in foreign countries. Step 3 Talking (1a)1.Show some pictures of the four inventions in 1a and ask the students to discuss theorder of the inventions in groups.Model:A: I think the TV was invented before the car.B: Well, I think the TV was invented after the car.2.Check the results of their discussion.Step 4 Listening (1b)1.Play the tape twice. Then check the answers.For the first time, students just listen carefully to the dates when the things were invented.For the second time, students listen and match the inventions with the dates.2.Call attention to the additional exercises. Play the tape. Students listen and fill inthe blanks by grasping the key words. Then check the answers.3.Watch the video about the conversation between Alice and her grandma.4.Ask the students to translate the conversation into Chinese.Step 5 Game (1c)1.Explain the rules of the game: In pairs, one chooses a number and the other askshim when the thing behind the number was invented. Then change roles and practice again.2.Ask a student to act as partner, and present the following dialogue as a model.Model:A: When was the telephone invented?B: I think it was invented in 1876. When was the car invented?A: I think it was invented in 1885.3.Play the game and then choose the best pair.Step 6 PracticeMake conversations using “be invented in” and “be invented by” according to the information in the chart.Step 7 Presentation (2c)1.Tell students to make conversations using “be used for doing sth” according to thepictures on the screen. Make a model for the Ss.Model:A: What is the car used for?B: It is used for traveling.2. Let students make sentences using “be used for doing sth”according to thepictures on the screen.Step 8 Summary1.Summarize what we have learned today.2.Introduce a quotation from Thomas Edison.Step 9 HomeworkFill in the chart and then write a passage according to it.Blackboard Design:。

unit6Whenwasitinvented？（period1）教学设计（人教版英语九年级）

unit6Whenwasitinvented？（period1）教学设计（人教版英语九年级）(Period1)教学设计一、教学目标（一）知识与能力了解一般过去时的被动语态用法，通过听力，了解一些发明的相关历史知识，如发明人，发明时间及发明物的用途等。

（二）过程与方法采用pair work和 Role-playing的学习策略，利用图片、听力材料等开展课堂教学。

（三）情感态度与价值观了解一些近现代发明的时间、发明者及用途，激发学生热爱发明情感，培养想象力，观察力和善于思考的能力，鼓励发挥想象力去认识世界，改造世界。

二、教学重难点（一）教学重点1．询问发明物的发明时间、发明者、发明用途。

2．理解含有一般过去时的被动语态的表达方式。

3．就发明这一话题进行两两对话练习。

（二）教学难点1．用被动语态询问发明物的时间、发明者和发明用途。

2．理解含有一般过去时的被动语态的表达方式。

三、教学策略语音教学──让学生进行跟读模仿操练；词汇教学──图文对照给学生释义点拨，让学生在具体的语境中体会、理解其含义，并学会运用；口语教学──主要采取诸多的 pair work 问答式的口语交际活动反复进行操练；听力教学──采取图文配对、排序和填空的方式。

语法教学──语言输入、抓住特征、模仿操练。

四、教具准备1. A blackboard2. A computer with PowerPoint五、教学过程Step 1：Lead-in利用多媒体先展示出中国古代的四大发明，回顾久远的历史发明，再呈现出几张近现代的发明物图片，如mobile phone, car, , alarm clock, fridge, computer, light bulb, telephone , TV, robot, , camera 等。

让学生说出图中物品名称，感受到层出不穷的新发明，初步感知发明带给我们生活的巨大改变。

【设计意图】通过图片对比引入新课，刺激学生感官，把他们的注意力迅速调动到发明物上来，并由此带领学生一起复习有关发明物的词汇，既唤起学生对话题词汇的记忆，又能开阔学生思维，为后面的听力做铺垫。

人教新目标九年级英语全册Unit 6 When was it invented(第1课时)教案

2. Role playtheconversations using the information in the chart in 2b.
Step 3 Summary
Look at the picture and remember the words.
Look at the pictures and number them 1-5.
教
法
合作学习法
交际型教学法
分组活动法
教学过程及问题情境
学生活动
设计意图
Step 1. Warm-up
Show some pictures and ask students to be familiar with the words below.Telephone ,calculator , car ,personal computer, TV set
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Unit 6 When was it invented？
学科
English
课时
1
年级
9年级
课题
Unit6When was it invented? 1/5
教学要求
1.Talk about the history of inventions.2. Be able to use : When was the telephone invented?
Ⅲ.1cPair work
1. Work in pairs. Look at 1b. Student A coverthedates. Student B, ask student A when the things inthepicture were invented. Then change roles and practice again.

九年级英语全册 Unit 6 When was it invented(第1课时)教案 (新版)人教新目标版

Unit 6 When was it invented?第一课时： New words and phrasesTeaching and Learning Goals：一．知识和能力目标：1. 能够正确使用下列词汇(Curriculum words)style,project,pleasure,website,pioneer,list,ruler,smell,trade,doubt,fridge,earthquake,b ell,biscuit,cookie,instrument,customer,basket,hero,list,mention,boil,remain,translate,l ock,divide,daily,national,low,sudden,sour,Canadian,nearly,somebody2. 能够正确使用下列常用短语（Useful phrases）have a point, by accident, take place, without doubt, all of a sudden, divide…into, look up to, the Olympic3. 能认读下列词汇（Non-curriculum words）heel, scoop, electricity, zipper, accidental, saint, crispy, salty, popularity, professional, NBA (National Basket Association), CBA (China Basket Association)4. Understand, translate and retell a passage made up of the above curriculum words and phrases according to a mind map (理解、翻译并复述用课标内单词编写的故事。