九年级英语Unit9Whenwasitinvented教案

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人教版新目标英语九年级Unit 9《When was itinvented-》教学设计

人教版新目标英语九年级Unit 9《When was itinvented?》教学设计【关键词】英语教学设计一、教材分析（一）教材内容本课主要学习19世纪和20世纪10项发明（汽车、电视、电话、计算机……）的时间及用途。

语法项目是一般过去时的被动语态结构。

（二）教学特点本课教材的特点是语法项目和日常交际用语自然结合，内容形象直观。

通过操练when开头的特殊疑问句把学生引入话题（谈论重要发明的历史及用途）的语境中。

（三）教学目标1．知识目标通过本课学习学生能掌握10项发明的英语名称及由when引导被动语态一般过去时的特殊疑问句的结构及用法。

2．能力目标能运以下句型进行对话：When wasthe telephone invented?It was invented in 1876．What was it used for?It was used for talking to people in other places.培养学生的观察、分析能力，快速反应能力，自学能力和用英语交流的能力。

3．德育目标教育学生爱学习，爱科学，开阔学生的思路，培养学生的创造精神。

（四）教学重点和难点重点：口头掌握本课核心句型When was the telephone invented?It was invented in 1876．What was it used for？It was used for talking to people in other places.难点：when引导被动语态一般过去时的特殊疑问句的结构及用法。

二、学习分析苏霍姆林斯基认为：“教给学生方法比教给学生知识更重要。

”建构主义是近年来介绍到我国的一种新兴教育理论，它认为知识不是通过教师传授得到，而是学习者在一定的情境即社会文化背景下，借助学习过程中其他人（包括教师和学习伙伴）的帮助，利用必要的学习资料，通过意义建构的方式获得的。

基于这样的认识，结合本课内容和初三年级学生的特点及学习经历，在教学中我侧重指导学生采用以下三种学习方法：1．合作学习法。

九年级英语全册《Unit 9 When was it invented》(第4课时)教案人教新目标版

3.The light was invented byThomas Edison.(对划线部分提问)
________________________
Homework
Sum up and write the useful expressions , prepare the next.
Do the exercises.
So why don’t we listen to the tape and
try to get the answer?
2b1) Predicte the answers to the listening t est.
2) T rain them to listen and write the important part of answers.
过程与方法
Totrain students’ reading ,listening and speaking skills.
情感态度与价值观
Train the students to use their heads and make some inventions in life.
教材分析
教学重点
5’
5’
1’
板书
Unit 9 When was it invented? <4>
be invented by mistake, in a bad mood
on the bag cut…really thin
back in 1853 cook…a long time
send…back sprinkle…on…
2c Pairwork
Do you think the history of potato chips is so interesting? Next let’s role play the conversations about it.

九年级英语全册Unit9Whenwasitinvented教案教学设计学案人教新目标版

Unit 9 When was it invented ?一、教学目标1、语言目标：（1）Talking about the history of inventions(谈论重要发明的历史及用途)（2）能用被动语态正确表达发明物的历史。

如：It was invented in 1876. It was invented by Bell.2、知识目标：学会使用含有被动语态的不同句型结构“When was it invented?” 和“Who was it invented by?”来谈论各种发明物的历史。

3、能力目标：通过了解一些中外发明者的事迹，培养勤奋学习、立志为社会多做贡献的精神。

二、重点知识1、重点单词invent, mistake, ancient, produce, pleasant, pie, throw, century, notice, including, knock, basket, metal, below, towards, develop, risen基本要求：会读、会写、会用。

2、重点短语be used for, by mistake, in the end, by accident, according to, fall into, in this way, knock into基本要求：会读、会写、会用。

3、重点语法The Passive Voice(被动语态的用法):1. When was / were ... invented?2. Who was / were ... invented by?3. What is / are ... used for?基本要求：理解其含义，学以致用。

三、导学案Section A●例析导学1. When was it invented?invent v. 发明，创造例如：He has invented a new way of making silk. 他发明了一种制造丝绸的新方法。

Unit 9 When was it invented-教案

Unit 9 When was it invented?教案Unit 9 When was it invented?教案学习目标：学习一般过去时的被动语态和特殊疑问句。

教学重难点：一般过去时态的被动语态基本结构：助动词be（was / were）+及物动词的过去分词A thief was caught last nigThey were asked to speak ag.肯定式：It was made.否定式：It was not made.疑问式：Was it made? No, it wasn’was学习过程：情境导入：warm-upAudbe familiar wwords below accordinguuTelalculator, caal computer, TV, electric light, light bulb, alarm, clwave oven, ell2. 自主学习：presenta) 教学When was the car invented? It was invented in……vand ask studguess when each one was invented.For example, you migar, teland personal compuHave several dudents guess and wdaboard. Alaatthe quand answ[T=Teaudent]T: When was the car invented ? (Class repeat.) T: Good. Now Jackie, what was your guess?S1: 1900T: OK. Jaat aThe car was invented in 1900.Repeawith several dvAt last, make studd oual da2) 教学Who wlight bulbs invented by? And what aused for ?呈现Edison and light bulbs的画面。

英语教案Unit9 When was it invented

Unit9 When was it invented? (Section B 1-3b) Teaching aims: Using “The Passive V oice” to talk about the inventions, learn the TASTES and the history of POTATO CHIPS, do the reading task about the invention of TEA.Important points: The Passive V oiceDifficult points: Distinguish the Passive V oice and the Active V oice Step I Lead-inClass, we talked about some very useful or annoying inventions yesterday, do you remember them? (Light bulb, alarm clock, microwave oven, TV, car, computer, telephone, cacluator…) Today,we are going to talk about the tastes of food and drink. Please look at these pictures, what are they? How are they?Step II PresentatonJust now, we talked aobut some tastes, now I’ll ask you if we want to make potato chips, what are needed? Yeah, we need potatoes, salt and oil.Steps of making potato chips: First, the potatoes are cut into slices;Next, the slices are fried in the oil;Then, some pepper and salt are sprinkled on the slices;Finally, you can eat them.Step III Listening taskDo you know who potato chips were invented by? When were they invented? Let’s try to find the answers in the listening activity 2a and 2b. Your tasks are: 1. Only listen 2. Listen and judge the sentences in 2a.3. Listen and complete 2b,4. Make conversations as 2b in pairs.Passage: -Did you know potato chips were invented by mistake?-Wow, I didn’t know that, who invented them?-They were invented by a chef called George Crum.-When were they invented?-They were invented in 1853.Step IV Reading taskClass, we have tasted so delicious potato chips just now, maybe you are thirsty now.1. What will you do if you are really thirsty? You’d like to drink these beverages: milk, orange juice, tea, water.2. Do you know what’s the most traditoinal beverage in China? (tea)3. And what do you think of tea? (Smells pleasant, tastes bitter and sweet.) But do you know who invented tea?Now please read 3a and answer the following 5 questions:1. What is this article about? (The invention of tea)2. Was if invented on purpose of by accident? (By accident)3. When was it invented? (Over 3,000 years before 1610)4. Who invented it? (Shen Nong)5. How was it invented? ( It was invented by accident)Step V DrillsNow please translate these Chinese into Englsh.1、偶然2、直到…才3、根据4、中国古代神话5、令人愉悦的气味6、用这种方法7、超过三千年8、决定做某事9、落入，陷入Step VI Sum up and homeworkToday we learn some tastes, the invention of potato chips and tea. Remember we can use “be done” to talk about something is done by sb. After class, please write an article about the invention of flying disk, you can use the informations in 3b.板书设计Tastes The invention ofsour potato chipscrispy are cut into…sweet are fried in…salty are sprinkled on…hotbitter英语教学设计东阳一中赵红2011.12。

九年级英语Unit 9 When was it invented教学设计(4课时)

2013-2014第一学期初中英语电子备课主题单元教学设计表单元标题Unit 9 When was it invented?学校年级九年级主备教师联系电话复备教师联系电话备课项目分值设计区域备课标与教材单元5分课标与教材（单元）的联系。

1、听：能提取“发明物、发明人、发明时间、发明物用途等”信息；能记录相关信息。

2、说：能询问、提供“发明人、发明时间、发明物用途等”信息，表达“最有用发明”观点；3、读：能运用skim\scan\careful reading阅读策略，从3a中获取what\when\who\how的相关信息，从reading中获取地点、用途、装置等信息。

能正确、连贯、流畅地朗读课文。

4、写：能写出（From pie plate to flying disk）的短文；5、理解和领悟本单元词语的基本含义，使用这些词汇描述the historyof inventions；了解被动语态的结构和表意功能；运用被动语态描述the history of inventions，学会被动句与主动句的转换；5分分析教材（单元）的重点和难点。

1、听：能提取“发明物、发明人、发明时间、发明物用途等”信息；能记录相关信息。

能正确、连贯、流畅地朗读课文。

4、写：能写出（From pie plate to flying disk）的短文；专题一5、理解和领悟本单元词语的基本含义，使用这些词汇描述the history of inventions；了解被动语态的结构和表意功能；运用被动语态描述the history of inventions；学会被动句与主动句的转换；专题划分专题一（听说课）：（Section A第一、二课时）专题二（读写课）：（Section B第三、四课时）专题三（阅读课）：（第五课时）……备学情15分学生通过自学能够解决：会读Setion A的词汇，搜集某一发明物的图片（图片带有的信息：英文名称、发明人、发明时间）。

初三英语教案Unit9 When was it invented

九年级英语Unit 9 When was it invented教案

九年级英语Unit 9 hen as it invented教案九年级英语Unit9henasitinvented教案语言点归纳被动语态被动语态表示句子的主语是谓语动词所表示的动作承受者。

被动语态基本结构：be+及物动词的过去分词被动语态中的be是助动词，有人称、数和时态的变化。

一般现在时被动语态为：a/is/are+过去分词一般过去时被动语态为：as/ere+过去分词与情态动词连用的被动语态：情态动词+be+过去分词被动语态中动作的发出者或执行者做介词b的宾语，放在句末，b表示“由，被”的意思如何理解被动语态？为取胜更清晰、更深刻地理解被动语态的含义，可以将主动语态和被动语态的句子结构进行比较。

主动语态：主语+谓语动词+宾语+其他成分被动语态：主语+be+过去分词+b+宾语+其他成分如：anpeplespeaEnglish被动语态Englishisspenbanpeple2本单元要掌握的句型见本P69中的GraarFus 3inventv发明inventrn发明家inventinn发明可数名词4beusedfrding用来做…如：Pensareusedfrriting笔是用来写的。

Pensaren’tusedfreating笔不是用来吃的。

给某人某样东西givesthtsb如：Igaveapenthi我给他一支笔。

givesbsthIgavehiapen我给他一支笔。

6allda整天7saltad咸的saltn盐8bistae错误地如：Ittheubrellabistae我不小心拿错了雨伞。

9aesb/sth+形容词使…怎么样Itadeehapp它使我高兴aesb/sth+名词让…做…Itadeelaugh它让我发笑0baident意外偶然Ietherbaidentatbusstp我在公共汽车站意外地见到了她。

1nt…until…直到…才做…如：Ididn’tgtbeduntilIfinishedr我直到完成我的工作才去睡觉。

Unit_9_When_was_it_invented教案

Unit 9 When was it invented?Section A 1a---1cⅠTeaching Ames and DemandsKnowledge Objects1.V ocabulary: invent calculator2.Target Language: When was it invented? It was invented in 1971.Ability Objects:1.Teach the students to use the new words.2.Train the students to narrate the history of the inventions by using The PassiveV oice.3.Train the students’ listening, speaking, reading and writing skills with the targetlanguage.ⅡTeaching Key Points1.Key V ocabulary: invent calculator2.Target Language: Talk about the history of the inventions.ⅢTeaching Difficult PointsUse The Passive V oice to narrate the history of the inventions.Remember the past participle.ⅣTeaching Methods:Task-based ApproachⅤTeaching ProceduresStep 1: GreetingsStep2: 1aShow the photos of Cai Lun and Edison to the students and teach “ invent/inventor/invention”.invent/inventor/invention 发明（动词）/发明家（名词）/发明（名词）E.g.Cai Lun invented paper.Paper is an invention.Cai Lun is an inventor.Ask Ss make sentences to describe Edison and bulb.Then teach “ was invented”.一般过去时的被动语态: was/were+过去分词，表示过去的被动的情况。

九年级英语全册 Unit 9 When was it invented(第1课时)教案人教新目标版

Unit 9 When was it invented【教学目标】知识目标：1. 掌握以下词汇：invent, calculator, scoop, adjustable, heel, battery, operate, battery–operated, slipper, heat 2. 掌握并会运用下列重要短语和句型：be used for, adjustable heels, battery–operated slippers, the style of the shoes, electric slippers, see in the dark—When was it invented? —It was invented in 1885.—What are they used for? —They are used for seeing in the dark.—Who were they invented by? —They were invented by Julie Thompson.能力目标听：通过学习本课时的话题，能够听懂有关发明历史的对话。

说：能够准确的用英语谈论发明的历史。

读：能够准确的读出本课的句型及相关的对话。

写：能够利用被动语态造句。

情感目标：了解发明历史，增强科学意识。

【重点难点】重点：能熟练掌握本课时的词汇及句型。

难点：掌握一般过去时的被动语态。

【教学过程】I. Warm up教师活动：出示写有单词的卡片，让生试读，教师及时正音，强调发音规则。

听写单词：invent, calculator, scoop, adjustable, heel, battery, operate, battery–operated, slipper, heat 教师让2个同学在黑板听写，写完后让另外的2名同学来批改，其他的同学与同桌互批。

检查完单词后，教师要多鼓励学生，并结合学生出现的错误适当的讲解一些有规律性的单词记忆法。

新人教版九年级英语Unit 9 When was it invented整单元教案

新人教版九年级英语Unit 9 When was it invented?单元教案Period I Section A(1a －2c)年级：九年级科目：英语设计者：审核者：Language goals:1. Words and expressions.invent －inventor －invention calculator Scoop adjust. v. adjustable. adj heel. n battery(复):batteries operate. v. ①操作②operateon sb 给某人做手术 battery －operated. 电池供电的 slipper. heatoperate on sb 给…做手术 be invented by…(被谁发明). be used 2、Key sentenses ：When was it invented?Who were they invented by?What are they used for?Ability goals ：Teach students how to use the past passive voice.Emotion and attitude goals ：Let Ss learn from the inventors and understandthe uses of inventions.Teaching importance ：①Talk about the history of some inventions.②The usage of the passive voice.v. n. v. n. for (用来做…) by (被…使用) as (作为…使用)PeriodⅡ Section A(3a－4b)年级：九年级科目：英语设计者：审核者：Language goals:1、Words and expressions.bulb. light bulb. microwave oven. the most helpful invention.the second most helpful invention. the third most useful invention.Give people more time to work and play.2、key sentences：What do you think is the most helpful invention?It would be better to do…Ability goals：practice talking the most useful inventions and give the reasons.Emotion and attitude goals：Talk about the inventions that are helpful and annoying and tell thereason.Teaching important：Oral the inventions’ usages.。

九年级英语上册 Unit 9《When was it invented》教案人教新目标版

Unit 9 When was it invented?Language goals:In this unit students learn to talk about the history of inventions.New languages:When was the car invented?It was invented in 1885.What are they used for?They are used for seeing in the darks.Who were they invented by?It was invented by Julie Thompson.Difficult points:1. In this unit, the structure: Passive voice (questions and statements)2. How to improve the students’ listening, reading and writing ability. Teaching aids:puter, video, recorderTeaching periods:Period 1: Section A 1a / 1b / 1c / 2a / 2b / 2cPeriod 2: Grammar focus / Section A 3a / 3b / 4Period 3: Section B 1a / 1b / 2a / 2b / 2c / Self check 1Period 4: Section B 3a / 3b / 3c / 4 / Self check 2Period 1Teaching aims:1. Teach vocabulary words.2. Target languages:When was the car invented?It was invented in 1885.What are they used for?They are used for seeing in the darks.Who were they invented by?It was invented by Julie Thompson.3. Listen, talk and read about the inventions.4. Train the speaking and listening abilities.Teaching procedures:Step 1. Lead-inAsk students “Who has a mobile phone / bike? Does your family has a car / TV / puter…?” Watch the video and tell students these things were called inventions when they were first made. They are very useful inventions. They can make our life easier. Do you know any other inventions? List them on the paper.Step 2. PresentationAsk “When was the telephone invented?”“The telephone was invented in1876.”Get the students repeat the sentences several times. While students are repeating the sentences, the teacher writes down “When was / were …invented? It / They was / were invented in…”Watch the video. Look at some pictures and practice the similar dialogues.Explain “be +Past Participle” express Passive voice (Show a slide)e.g. English is spoken around the world.A bridge was built last year.Step 3. Section A 1a GroupworkShow a slide.1. Point to the pictures and ask students to say what they are—a puter, acar, a telephone, a TV and a calculator.2. Ask “Which one is the newest? Which one do you think is the oldest?”3. Discuss in groups and Number them 1-5.4. Check the answers.Step 4. Section A 1bThis activity gives students practice in understanding the target language in spoken conversation. Show a slide.1. Look at the pictures and the dates. You will hear a conversation betweena girl and a woman.2. Listen carefully and match the inventions and the dates.3. Listen again until students can catch it.4. Check the answers.Step 5. Section A 1c Pair workThis activity provides guided oral practice using the target language.1. Watch the video and call attention to the conversation. Ask two students to read it.2. Work in pairs. Look at 1b. Student A cover the dates. Student B, ask studentA when the things in the picture were invented. Then change roles andpractice again.3. Ask students to make similar dialogues using the things around them. Step 6. Section A 2a / 2b1. Show a slide with some inventions on it. Teach the vocabulary words. Readthem again and again and try to grasp them.2. Show another slide. Look at the picture. Here are the three inventions.You will hear a conversation between a girl and a boy. Listen and numberthe inventions in the order that you hear them.3. Listen carefully again and check up their answers.4. Ask a student say out his / her answer.5. The teacher shows the correct answers.6. Then show another slide. Look at the chart. It shows the people who inventedthese things and what they are used for. Listen to the recording again andmatch the items in column A, B and C.7. Play the tape many times until the students catch it. Then check the answers.8. Look at the tapescript and read the conversation aloud in pairs again and again.9. Explain the language points.e.g. Who was it invented?It was invented by…What is it used for?It is used for doing…Step 7. Section A 2c Pair workThis activity provides guided oral practice using the target language.1. Call attention to the sample conversation and ask two students to read it aloud.2. Role play the conversations using the information in the chart in 2b. Watchthe video and practice like this:What is it?It is a telephone.When was it invented?It was invented in 1876.Who was it invented by?It was invented by Alexander Bill.What is it used for?It is used for talking to people in other towns.Step 8. Conclusion1. Learn and master the vocabulary words.2. Master the target languages.When was the car invented?It was invented in 1885.What are they used for?They are used for seeing in the darks.Who were they invented by?It was invented by Julie Thompson.Homework:Find out an invention that you think is the most important. Write a short passage about it including the date, thepeople who invented it and what it is used for.Period 2Teaching aims:1. Learn to use Passive voice (questions and statements).2. Master some vocabulary words and target language.What do you think is the most helpful invention?I think the most helpful invention is the light bulb.I’d like to have a radio because I could listen to music all day.3. Train the speaking abilities by talking about more inventions.Teaching procedures:Step 1. Warming upWatch the video. Show some pictures about inventions such as puter, telephone, car, TV, calculator… Ask the students to practice speaking.A: When was…invented?B: It was invented in…A: Who was it invented by?B: It was invented by…A: What is used for?B: It is used for…Step 2. Lead-inWe have known some important inventions. Do you know any other helpful inventions or annoying ones? For example: A vacuum cleaner is helpful. A very loud truck is annoying. Show a slide to explain the language points. Step 3. Section A3a Pairwork1. Watch the video. Look at the pictures. There are some inventions (alarmclock, light club, microwave oven, tea, etc) . Ask students read themloudly.2. Ask students the following questions.T: Is the light club useful or annoying?S: I think it’s useful.T: Why is it?S: Well, it gives people more time to work and play every day.3. Ask the students to make a list of five helpful inventions and five annoyinginventions on their own, move around the room to offer help as needed.4. Let the students who would like to share their answers to read to the classand tell the reason.e.g. The alarm clock is an useful invention, I think. Because it alwayswake me up on time.Step4. Pairwork Section A3b1. Watch the video. Call attention to the conversation. Ask two students toread the conversation.2. Ask the students to work in pairs the following talk using the target language.Step5.GroupworkWatch the video. There is a picture. Imagine that you are alone on a tiny island. Chose five inventions you would like to have on the island with you.Tell the group what you chose and why. Then you can write it down using the following on the slide:I think the most helpful invention is…I’d like to have a… because I could…It’s used for…I also want a… because it…Step 6. PracticeDeal with some exercises about the grammar on the video.Step 7. Conclusion1. Master the target languages:What do you think is the most helpful invention?I’d like to have a radio because I could listen to music.2. Talk about helpful or annoying inventions.Homework:Continue finding out some useful and annoying inventions.Preview Section B 1a / 1b.Period 3Teaching aims:1. Strengthen the target language and practice more.2. Train the speaking and listening abilities.3. Describe some inventions.Teaching procedures:Step 1. Warming upHave a free talk. Ask the students to practice talking to each other.A: What do you think is the most helpful invention?B: I think the most helpful invention is…A: Why do you think so?B: Well, it gives me…Step 2. SectionB1a / 1bThis activity introduces new vocabulary.1. Read the four words and ask students to repeat them. Give them a minuteto read and write the words. Then tell the students they are adjectivesand they are used for describing things. For example: The apple is sweetand sour. Ask students to give some examples with the other words.2. Watch the video and tell what they are. (potato chips, lemon, ice cream, tea)3. Get the students to describe the things with the given adjectives. Somefood have more than one word.4. Check the answers.Say “What kind of food and drink do you like best?”Ask several studentsto write down on the blackboard.5. Such as: chocolate, oranges, banana, apple, salad, popcorn, orange juice and so on.6. Then ask the students to describe how food taste and finish 1b.Step 3. Section B 2a / 2bBrainstorm before listening. First, let students describe how potato chips taste and describe how helpful the potato to chips. Then ask: When and where were potato chips invented? Who were potato chips invented by? How were potato chips invented? Do you want to know?1. Say: You will hear a story about the invention of the potato chips.2. Watch the video. Ask the students to read the sentences and tell the classChinese meanings.3. Play the recording for the first time. Students only listen.4. Play the recording for a second time. Students circle T or F.5. If students can’t catch it, the teacher should play the tape some moretimes until thestudents finish the task.6. Check the answers.7. Watch the video. It shows the history of chips. Listen to the recordingagain and plete the sentences.8. Check the answers.9. Look at the tapescript and read it again and again.10. Watch the video and explain some language points.Step 4. 2c PairworkThis activity provides guided oral practice using the target language.Ask the students work in pairs. Role play the conversation about the invention of the potato chip. Use the information in 2b.e.g. 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…B: When were they invented?A: They were invented in…B: How were they invented…C: …Step 5. PracticeFinish the exercises on the video in class. (workbook p85 3)Step 6. ConclusionLearn to describe how food taste.Learn some new vocabulary words.Improve speaking and listening abilities.Homework:Write a short passage about the history of an invention you think the most helpful. Preview Section B 3a / 3b / 3c / Self check.Period 4Teaching aims:1. Learn some new vocabulary words.2. Read about tea and know something about it.3. Train the reading and writing abilities.Teaching procedures:Step 1. Warming-upHave a free talk about some inventions.What do you think is the most helpful invention?When was it invented?Who was it invented by?What is it used for?How was it invented?Step2.Lead-inSay: Do you like drinking tea? Tea is a very healthy drink. Watch the video.There are different kinds of tea. Do you know who invented tea? When wastea invented? And how was tea invented?Step3.Reading Section 3a1. Show a picture. Look at the picture. Say: Who was the man? What was hedoing? What happened while he was doing this. Read the article byyourselves and answer the questions on the video. They can discuss ingroups.2. Ask several students to read their answers.3. Check the answers.4. Read the article again and discuss the difficulties in groups.5. Watch the video and explain some language points.6. Read the article again and again and try to retell it.Step5.Task 1 4a1. Say: We all have things that we don’t liking doing. Why not think ofan invention that could help you?2. Watch the video. For example, many students don’t like writing tests.You can invent a pen that listens and writes. It can be used for listeningand writing instead of you. The price should not be too high. It can be100 yuan each.3. Discuss in groups what they don’t like doing. Then think of an inventionthat could help them.4. After five minutes, ask several groups to tell the class their inventions. Step 6. Task 2 4bSay: Imagine you are a businessman. Work in pairs to ask your partner questions about his / her invention. Then try to sell your partner’sinvention to the class.e.g. This special pen was invented by…It has three colors and it is usedfor listening and writing English tests instead of you. And it is quitecheap—100 yuan each. Who wants to buy one?Step9.PracticeDeal with some exercises to consolidate the knowledge learned in this unit on the video in class.Homework:Review the whole unit and preview the reading.Period 5Teaching aims:Learn some new vocabulary words.Know about the history of basketball.Learn how to improve reading ability.Teaching procedures:Step 1. Before you readSay: Do you like doing sports? How many kinds of sports do you know?1. Watch the video. Look at some pictures. There are so many kinds of sports.People like sports because it can keep them fit and make them relaxing.Discuss in pairs. List eight sports played in China. And fill in the chart.2. After a while, ask students to read their answers.Such as: table tennis, tennis, basketball, football, volleyball, running,jumping, swimming, etc.3. Say: Do you think which sport is the most popular? And which one do youthink is less popular? Ask students to rank the sports they listed on orderof popularity. Students should be allowed to differ in opinion, based ontheir own knowledge. When finished, the different results should be shared,to find out which sports are considered the three most popular.Step 2. While you readSay: I think basketball is one of the most popular sports in China. I believe most students like playing basketball, too. Show a picture of Yao Ming. Ask: Do you know him? He is Yao Ming. And Yao Ming is known as a national hero by all the Chinese people. He is the pride of China. I think more and more people like playing basketball because of Yao Ming. But do you know who invented basketball? When was it invented? And how was it invented? Read the article alone, move around the room offering some help about pronunciation and grammar as needed. Find out the phrases. (Show a slide) Then learn them by heart.Step 3. After you read1. Watch the video. plete the mind-map with information from the reading.They can discuss in groups. Then check the answers.2. Without reading the article again, use what you remember from the mind-mapto answer the following questions. (Show a slide)(1) Who invented basketball?(2) Why were the Berlin Olympics important for basketball?(3) What is the aim of basketball?(4) Name a professional basketball organization in America.Step 4. Go For It!Say: Do you like playing basketball? Do you want to be a professional basketball player like Yao Ming? And would you like to play on China’s national basketball team one day? Is it good to be a basketball player? And there must be some difficult things. Discuss in groups to make a list of goodthings and difficult things about being a basketball players. Fill in the chart.(Show a slide)Step 5. ConclusionLearn some vocabulary words and some useful expressions.Improve the reading ability.Know something about basketball.Homework:In pairs, choose an invention and do research on it. Make a mind-map of the information you find. Then write a short passage about it.。

新目标英语九年级下册Unit 9 When was it invented 6课时全英文教案设计

Unit 9 When was it invented?The 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 Vocabularyinvent2．Target LanguageTalk about the history of inventions．Ⅲ．Teaching Difficult Points1．Train the students to talk about the history of inventions．2．Train the students to understand the target language in spoken conversation．Ⅳ．Teaching Methods1．Listening．2．Groupwork．3．Pairwork．Ⅴ．Teaching Aids1．A tape recorder．2．Some pictures or real objects of the inventions．Ⅵ．Teaching ProceduresStep I Revision1．Revise the language points in Unit 9．Ask some students to say something about Tina and the stories happened on April Fool’sDay．Encourage them to use the Past Perfect Tense．2．Check the homework by asking some students to share the sentences they made with the verbs with the class．Step Ⅱ1aThis activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions．Read the inventions to the students．Call the students’attention to the five pictures, Tell the students that all of these things were invented in the last 150 years．Point to each picture and let the students tell what it is．Write the names of the five inventions on the blackboard．Have several different students guess and write the dates on the board．Ask the class to repeat the questions and answers like this．T: When was the computer invented?Class repeat．S S: When was the computer invented?T: Good．Now Tom, what is your guess?S1: 1965．T: OK．Tom, repeat after me．The computer was invented in 1965．T: Class, please repeat．S S: The computer was invented in 1965．Repeat the process with several different inventions．Tell the children that they will find out the real dates after they complete the lesson．After that, ask the students the questions below:Questions:1．Which one do you think is the oldest?2．Which one is the newest?3．Which one do you think is the oldest or the first invention?4．Which one is the newest or last invention?Ask different students to answer the questions．Have the students look at the example conversation in the box．Ask two students to read this conversation to the class．A: I think the telephone was invented before the car．B: Well, I think the telephone was invented after the car．Read the instructions again to the students．Remind them to remember the inventions from first to last．Then have the students talk about the five inventions in groups of four, using the sample conversation as a model．Ask several groups to tell the class their answers．The rest of the class listen to them and show they have different answers by raising their hands．In the next activity you will find out the real dates．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Get the whole class to read the instruction together．Call the students’attention to the five inventions in the picture．Ask five students to say the names of them．Then ask them to see the five dates with a blank line in front of each．We’ll listen to a girl and a woman talking about the five inventions．They will talk about when they were invented．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 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 1976TapescriptGirl: 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 Ⅳ1cThis activity provides guided oral practice using the target language．Read the instructions and point to the list of dates in Activity 1b．You will be talking about the dates things were invented with a partner．Call the students’attention to the example in the box．Ask a pair of the students to read this conversation to the class．S A: When was the telephone invented?S B: I think it was invented in 1876．Write the conversation on the blackboard．Then get the students to practice in pairs, using the information in Activity 1b．Tell them to do it like this:Student A, covers the dates．Students B, asks Student A when the things in the picture above were invented．Then change roles and practice again．Ask several pairs to share their conversations with the class．Step ⅤSummaryIn this class, we’ve learned to talk about the history of inventions with passive voice．We’ve also done some listening practice in understanding the target language in spoken conversation．And we’ve done much oral practice, using the target language．Step ⅥHomework1．Write out two conversations in Activity 1a．2．Write out two conversations in Activity 1c．Step ⅦBlackboard DesignUnit 9 When was it invented?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 vocabularyⅢ．Teaching Difficult Points1．Teaching the Grammar Focus．2．The listening practice with the target language．3．Make communications with the target language．Ⅳ．Teaching Methods1．Listening2．PairworkⅤ．Teaching AidA tape recorderⅥ．Teaching 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：S A: When was the telephone invented?S B: I think it was invented in 1876．Tell them to ask about all the five inventions．Step Ⅱ2aThis activity provides listening practice with the target language and review new vocabulary about inventions．Show these new words on a screen by a projector．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:3 1 2TapescriptBoy: What are those?Girl: They’re battery-operated slippers．Boy: What are they used for?Girl: They’re used for seeing in the dark．Boy: Oh, that’s cool! Who were they invented by?Girl: Julie Thompson．And look at this heated ice cream scoop．Boy: I know what it’s for! It’s used for scooping out really cold ice cream．Girl: Right．It was invented by Chelsea Lanmon．Boy: My favorite are those shoes with adjustable heels．You know you can move the heels up and down．They were invented by Jayce Coziar and Jamie Ellsworth．Girl: And what are they used for?Boy: Well, you can change the style of your shoes．You can make the shoes go from casual to dressy．Step Ⅲ2bThis activity provides guided listening practice using the target language．Get the students to read the instructions together．Be sure that each student knows what to do．Read the three headings Inventions, who was it invented by?and what is it used for?Then read the information under each heading．Do some explanation if necessary．You’ll hear the same recording again．Please listen carefully to what the people are saying and draw lines to match items in the chart．Call the students’ attention to the three-part sample given in the chart．Read it to the class and explain it like this:The sample means the shoes with adjustable heels were if invented by Jayce Coziar and Jimie Ellsworth．They are used for changing the style of a shoe．After that, play the recording again and the students draw lines to match the items in the three columns．Check the answers by asking three different students to read their answers to the class．At last, play the recording for another time and pause after each sentence．The students repeat after it sentence by sentence．Do some explanation if necessary．Make sure that everyone understands all the details about the conversation．Answersshoes with adjustable heels Jayce Coziar and Jamie Ellsworth——changing the style of a shoe battery operated slippers Julie Thompson seeing in the dark heated ice cream scoop Chelsea Lanmon scooping really cold ice cream．Step Ⅳ2cThis activity provides guided oral practice using the target language．Read the instructions to the students．Ask a pair of the students to read the sample conversation．S A: What are they used for?S B: They’re used for seeing in the dark．Get the students to ask about the three inventions first, using the information in the chart in Activity 2b．Then let them role play the conversations using the information in the chart in Activity 2c．Get them to make their own conversations using the information in the chart in Activity 2c like this:（Pointing to the inventions）A: What are these?B: They are battery-operated slippers．A: What are they used for?B: They are used for seeing in the dark．A: Who were they invented by?B: They were invented by Julie Thompson．Ask the students to work in pairs．Move around the classroom checking progress and providing help if needed．Check the answers by calling on different pairs to say their conversations for the class．StepⅤGrammar FocusThis activity introduces the target language with the Passive 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．S A: When was the car invented?S B: It was invented in i885．S A: When were electric slippers invented?S B: They were invented last year．S A: Who were they invented by?S B: They were invented by Julie Thompson．S A: What were they used for?S B: They were used for seeing in the dark．Write them on the blackboard．Let the student think about the structures of these sentences．Tell them that when the subject of the sentence is the doer, we have to use be plus a past participle as the predicate of the sentence．Circle the words was and were in all the sentences．Ask: When do we use was in the questions, and were in the questions?Underline the singular nouns and plural nouns．Singular items like car use the singular verb was．Plural items like slippers use the plural verb were．Circle the word invented in all the sentences．You always use a past participle when you use was plus a verb or were plus a verb．And you can tell the doer with by．Say something about be used for to the children．Step ⅥSummaryIn this class, we’ve done some listening and writing practice with the target language．We’ve also done some oral practice in pairs．And we’ve discussed the Passive Voice as well．StepⅦHomework1．Try to remember the new vocabulary on page 77．2．Write down two conversations in activity 2c．StepⅧBlackboard DesignUnit 9 When was it invented?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．Pairwork2．GroupworkⅤ．Teaching AidsSome pictures of the helpful inventions and annoying inventions．Ⅵ．Teaching ProceduresStep ⅠRevision1．Revise the three inventions talked last class．Ask about the names of the three inventions．Help the students answer:shoes with adjustable heelsbattery-operated sneakersheated ice cream scoopThen ask the two questions below on each invention:a．Who was it invented by?b．What is it used for?2．Revise the target language with the Passive V oice in Grammar Focus by asking several ones to read the sentences．3．Check the homework．Dictate the words below:bulb, light bulb, microwave oven, islandStep Ⅱ3aThis activity provides practice with listening, speaking, reading and writing using the target language．Call the students’ attention to the three pictures of three inventions．Teach them to read the names of the inventions．Do it like this:T: Look at the first picture, please．We can see the name under the picture．Now read after me, alarm clock．S S: Alarm clock．Do the same with light bulb and microwave oven．Then read the instructions to the students．Explain helpful inventions and annoying inventions to the students like this, showing a picture of a vacuum cleaner,A vacuum cleaner is helpful．Then show a picture of a truck to the class．A very loud truck is annoying．Then let the students look at the three pictures in the textbook．Ask these questions on each invention:1．Is this invention useful or annoying?2．What is it used for?Then ask the whole class ask and answer the two questions above 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 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 phoneStepⅢ3bThis activity provides listening and speaking practice using the target language．Ask the students to read the instructions together．I think the most helpful invention is the computer because it has changed the world a lot．Then ask a pair of the students to model the sample dialogue:S A : What do you think is the most helpful invention?S B: I think the most helpful invention is the light bulb．S A: Why is that?S B: Well, it gives people more time to work and play every day．Correct any pronunciation errors．Make sure they are providing a good model．Write the conversation on the blackboard．After that, get the class to work in pairs and complete the work．Please discuss your opinions in Activity 3a with your partner now．Ask some ones to tell the class about their partners’ opinions and reasons．They may say like this: Zhang Ming thinks the most helpful invention is the car because it makes our travel easier．Step ⅣPart 4This activity provides oral practice using the target language．Ask the students to see the picture first．And encourage some students to describe it．They may say like this: The man is alone on a tiny island．He is sitting under a tree and thinking．What can he see around the island is water．Then read the instructions to the class．Do some explanation if necessary．Make sure each student can understand the instructions andknow what to do．Tell the class to discuss in groups of four．Imagine that you are alone on a tiny island and you had ever got a chance to choose five inventions you would like to have on the island with you．Each group has to tell what you choose and why．Remind them that they can use all the items mentioned in Activities 1a, 1b, 2a and 3a．And they can also use any other items they can think of as they talk to their partners．Tell them to use the statement in the box as the beginning．Ask two students to read it to the class．S A: I’d like to have a radio because I could listen to music all day．S B: Yes, but that’s not going to help you leave the island．I think it 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: …StepⅤSummaryIn this class, we’ve learned more about the inventions．And we’ve done much oral practice talking about the inventions．Step ⅥHomework1．Remeber the new words on page 78．2．Write down the conversations in Activity 3 b．3．Write down the conversation in Activity 3c．Step ⅦBlackboard DesignUnit 9 When was it invented?The 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 Objectsyou enjoy eating the potato chips?Have you ever thought of the history of the chips?Ⅱ．Teaching Key Points1．Train the students’ reading, writing, speaking and listening skills with the target language．2．Teach the students to use the new vocabulary correctly．Ⅲ．Teaching Difficult PointsDo the listening practice．Ⅳ．Teaching Methods1．Listening2．PairworkⅤ．Teaching Aids1．A tape recorder2．Some bags of potato chips．Ⅵ．Teaching ProceduresStep ⅠRevision1．Check the homework by asking some children to read their conversations to the class．2．Ask some questions about the inventions．For example, what do you think is the most helpfulinvention?3．Dictate the words below:bulb light, microwave oven, island．Step Ⅱ1aThis activity introduces new vocabulary．First, show the new vocabulary on the screen by a projector．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 the foods taste to the class with the new adjectives, sweet, crispy, salty and sour．Students may one more than one word to describe some foods．Step Ⅲ1bThis activity provides practice using the new vocabulary and writing familiar words．Ask the students to read the instructions together．Point out the four taste words．Then point to the sample answer given．Please write the name of a different food after each word．You can write the name of any food you know in the blank．Can you think of other sweet food now? （apple, orange, etc．）Ask the students to complete the activity on their own．After they all finish writing, ask some students to read their answers to the class．Check the answers with the whole class．Answers:Answers will vary but may include:sweet: apple, orange juice, soda, cake, honeycrispy: french fries, salad, lettucesalty: french fries, olives, pepperoni, pizza, popcornsour: pickle, grapefruitStep Ⅳ2aThis activity gives students practice understanding the target language in spoken conversation．Let the students read the instructions together．Be sure that they all know what to do．Call the students’ attention to the six sentences in the box．Ask six different students to read them and do some explanation in their own words on each sentence．After that, get the students to guess what they will hear about．Maybe someone can answer like this, may listen to something about the potato chips．Show some bags of potato chips them or even let some children taste the chips．Yes．You’ll hear a story about the invention of the potato chips．Please look at the first sentence now．It is a sample answer given．The statement is true so the letter T is circled．Then play the recording first．Students only listen．Play the recording again．Ask the children to listen and circle T for true or F for false．Check the answers with the whole class．Answers1．T 2．F 3．T 4．F 5．F 6．TTapescriptBoy 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．StepⅤ2bThis 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 know 2．were invented3．1853 4．were crispy 5．really saltyStepⅥ2cThis activity provides guided oral practice using the target language．Play the recording of the history of chips again．Pause for the students to repeat after it．Get the students to read after the tape at least twice．Tell them to try their best to copy the pronunciation of the recording．Read the instructions to the class．Tell them that they will role-play the conversation, using the information from the activities in Activity 2a and Activity 2b．Ask a pair of the students to read the model conversation in the box．S A: Did you know potato chips were invented by mistake?S B: Wow, I didn’t know that．Who invented themS A: They were invented by a chef called George Crum．Write the conversation on the black board．Then ask another pair to make a conversation or continue the model conversation．They may say like this:A: Did you know potato chips were invented by mistake?B: Wow, I didn’t know that．Who invented them?A: They were invented by a chef called George Crum．B: Why was it an accident? Can you tell me the story?A: Well , one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick．B: What happened next?A: So George was unhappy, he cut the potatoes really thin, and he cooked them for a long time until they were crispy．He sprinkled lots of salt on them so they were really salty．He thought the customers would hate them．B: Go ahead, please．A: And the customer loved them and asked for more．B: What a cool story!。