2014秋人教版新目标英语九年级Unit6_when_was_it_invented_Section_B-3a-Self_Check

合集下载

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.。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

_________________________
_______________________ ________________
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.