人教版九年级英语上册 Unit 6 教案设计
人教版九年级英语Unit 6 When was it invented 全单元教案
Unit 6When was it invented?Language Goal【语言目标】Talk about the history of inventions Knowledge Goals【知识目标】Key Wordsstyle，project，pleasure，daily，website，pioneer，list，mention，ruler，boil，remain，smell，national，trade，doubt，fridge，low，somebody，translate，lock，ring，earthquake，sudden，bell，biscuit，cookie，musical，instrument，sour，customer，Canadian，divide，basket，hero，nearlyKey Phrases have a point，by accident，take place，without doubt，all of a sudden，divide…into，not only…but also…，look up to，the Olympics，by mistakeKey Sentences1.—When was the telephone invented?—I think it was invented in 1876.2．—I think the TV was invented before the car.—Well，I think the TV was invented after the car.3．—Who was it invented by?—It was invented by Whitcomb Judson.4．—What is the hot ice－cream scoop used for?—It's used for serving really cold ice－cream. 5．The telephone was invented by Alexander Graham Bellin 1876.Key Grammar Learn to use passive voice in past tense to talk about inventions.Learn the special questions and answers.Ability Goals 【能力目标】1.Develop listening，speaking，reading and writing skillsby using the target languages.2．Learn to talk about the history of inventions and ask when，who and what questions about the famousinventions and answer them.Moral Goals 【情感目标】1.With the help of this unit's study，students can learn about the important inventions and how they have changed the world and the life of human beings. 2．Learn from the inventors and work hard at our lessons.Teaching Time【课时】Five periodsPeriod 1Section A(1a－2d) Period 2Section A(3a－4c)Period 3Section B(1a－1e)Period 4Section B(2a－2e)Period 5Section B(3a－3b) & Self Check本单元围绕“发明”这一话题，学习了解一些重要发明的历史，教学一般过去时的被动语态。
人教版英语9年级全册Unit6_SectionA(3a-3c)教案
Unit6 SectionA（3a-3c）教案【教材版本与册数】新目标人教版九年级上册【单元名称】Unit 6 When was it invented?【课时】Section A 3a-3c（第2课时）【课型】Reading（阅读课）活动设计DE LC6 3 深度加工知识Step 4Post-reading（读后）(15mins)T: Since you have learned sth. about tea. Let’s dosome exercise.Read and fill the blanks.Fill the blanks according to the first paragraph.Tea (after water), the most popular drink in the world_______ (invent) by accident. It is believed that tea_______ (drink) 5,000 years ago. It ______ (say)that a Chinese ruler ______ (call) Shen Nong wasthe first ______ (discover) tea as a drink. One dayShen Nong _______ (boil) drinking water over anopen fire. Some leaves from a tea plant ____ (fall)into the water and remained there for some time. It________ (produce) a nice smell so he ______(taste) the brown water. It was qui te delicious, andso, one of the world’s favorite drinks _________(invent).Fill the blanks according to the secondparagraph.Lu Yu, “the saint of tea”, ______ (mention) ShenNong in his book Cha Jing a few thousand yearslater. The book describes how tea plants _______1.读后通过各种练习加深对文章的理解，细分到每一段，对文章的一种再现。
人教版英语九年级上册Unit6SectionA1a--1c说课稿教案与反思
Unit6Whenwasitinvented?投我以桃，报之以李。
《诗经·大雅·抑》原创不容易，【关注】，不迷路！SectionA(1a－1c)说课稿一、教材分析1.教材的地位和作用我今天说课的内容是人教版新目标英语《Go for it》九年级第6单元“When was it invented?”SectionA1a--1c。
本单元涉及内容是本书当中比较重要的一部分。
被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。
另外通过对我们经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。
本课时主要任务是：让学生在原有现在时和含情态动词的被动语态基础之上进一步了解过去时的被动语态并逐渐理解其他不同时态的被动语态，它是由主动语态向被动语态的过渡，更是学生掌握被动语态及其所关联的其他时态被动语态的结构及运用的关键。
另外本课所涉及的情感教育，于现实十分的有用，它通过发明物为线索讲述了中国古代四大发明，教师可因势利导，激发学生的爱国热情，培养学生对科学技术创新的浓厚兴趣，形成积极的学习态度，同时促进语言实际运用能力的提高。
二、学情分析（一）新课程标准规定，九年能级学生要完成分级目标的五级标准，即有较明确的英语学习动机和积极主动的学习态度，能听懂教师有关熟悉话题的陈述，能就日常生活的各种话题与他人交换信息。
依据目标，我应用任务型教学，采取如下教法：1．听录音听音是英语学习的重要方法，也是课堂教学的重要步骤。
在听中可以感知，可以模仿。
2．重点解释在教学中，对学生遇到的困难和模糊的地方进行解释，有效发展学生的综合语言运用能力和知识的准确性。
3．情景对话通过对话逐步达到对教材内容的全部操练。
在对话时可不受课文内容和顺序的限制，师生完全可以根据当时的实际思路创造性地交流，这种教法是实现语言知识向语言能力转变的必经之路。
人教版九年级英语上册第六单元教学设计
人教版九年级英语上册第六单元教学设计Unit 6 I like music that I can dance to单元分析与提示教学目标语言目标：1、掌握关系代词who, that引导的定语从句；2、通过定语从句的表达丰富和扩展语言内容从而使学生在音乐、摄影和电影等方面提高认识，加深了解3、学会谈论自己的喜好，能灵活运用以下句型和词汇：1) What kind of ……do you like ?I like music that I can sing along with.I prefer music that has great lyrics.2) I like singers who can write their own lyrics.Lyrics, prefer, simple, gentle, energy, clearly, photographer, exhibition, musician, sing along with, remind of, on display, best known.认知目标掌握who, that引导的定语从句，理解之后通过练习加以巩固。
情感目标1、通过本单元学习使学生学会谈论自己的喜好；2、培养学生的审美情趣。
教学重、难点定语从句在复合句中修饰名词或代词的从句叫定语从句。
被修饰的名词或代词叫做先行词。
引导定语从句的关系代词有who, whom, whose, which, that等和关系副词where, when, why等。
1、由who, whom, whose引导的定语从句这类定语从句中who用作主语，whom用作宾语，whose用作定语。
This is the man who helped me.The doctor whom you are looking for is in the room.Do you know the man whose name is Wang Yu?2、由which引导的定语从句which在从句中作主语或谓语动词和介词的宾语。
人教新目标九年级英语上册unit6教案教学设计
3.学生能够运用目标语句进行自我介绍、阐述目标、分享成功经验等，提高英语口语表达能力。
4.学生能够通过阅读、听力等途径获取有关目标、梦想的信息，提高英语阅读和听力理解能力。
（二）过程与方法
1.采用任务型教学法，引导学生通过小组讨论、角色扮演、演讲等形式，积极参与课堂活动，提高学生的英语实际运用能力。
2.注重拓展学生的词汇量，通过丰富多样的教学活动，帮助学生巩固和运用所学词汇，提高学生的英语表达能力。
3.加强语法训练，结合本章节所学的时态，引导学生在实际语境中进行语法练习，提高语法运用能力。
4.鼓励学生积极参与课堂讨论，培养他们的思辨能力和跨文化交际意识。
5.关注学生的情感需求，创设轻松、愉快的课堂氛围，使学生在愉悦的情感状态下学习英语，提高学习效果。
2.利用多媒体教学资源，如图片、视频、音频等，创设真实语境，激发学生的学习兴趣，帮助学生更好地理解和掌握所学知识。
3.鼓励学生进行自主、合作、探究式学习，培养学生的自主学习能力、团队合作精神和解决问题的能力。
4.教师及时给予学生反馈，指导学生进行有效的学习策略，提高学习效率。
（三）情感态度与价值观
1.培养学生树立明确的目标和梦，激发学生为实现目标而努力奋斗的信心和决心。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们对英语学习有较高的兴趣和热情。在此基础上，学生对本章节关于目标、梦想的主题内容容易产生共鸣，有利于激发学生的学习积极性。然而，学生在实际运用英语进行表达时，仍存在词汇量不足、语法运用不熟练等问题。因此，在教学过程中，教师应关注以下几点：
1.针对学生英语基础参差不齐的现象，教师应充分了解学生的个体差异，制定分层教学策略，满足不同层次学生的学习需求。
人教版九年级英语Unit-6-When-was-it-invented-教案
Unit 6 When was it invented?一．教材分析本单元涉及内容是本书当中比较重要的一部分。
被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。
另外通过对我们熟悉经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。
二、教学目标1）知识目标扩容新单词，提高阅读能力。
理解和良好运用被动语态。
2）技能目标能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发表自己的看法，并说明理由。
3）情感目标使学生懂得人类的科学发明创造了丰富的物质文明。
培养学生的创造发明的能力和愿望三、教学重点掌握一般过去时的被动语态四、教学难点弄清主动语态与被动语态的差异，通过练习和运用加以巩固五、教法运用本单元主要采用任务型教学。
在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
六、教学手段1）多媒体辅助：使用自制的课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。
2）非测试性评价：重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。
因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。
七、教学效果预测；1．能够掌握被动语态，并运用到一定的语言环境。
2．通过多媒体和任务的完成学生会突破难点，产生一定创造精神。
3．能完成教学目标，调动学生学习热情。
八、课时安排：6课时九、教学程序Period One Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词： heel, scoop, electricity, style, project, pleasure, zipper,daily, website, pioneer, list, mention能掌握以下句型：①—When was the telephone invented?—I think it was invented in 1876.②—What are they used for? —They are used for seeing at night.2) 能谈论物品被发明的时间、发明者，表达某发明的用途。
人教版九年级英语《Unit6Whenwasitinvented？》SectionA教学设计2
人教版九年级英语《Unit 6 When was it invented？》Section A教学设计2一. 教材分析人教版九年级英语《Unit 6 When was it invented?》Section A主要介绍了与发明物相关的动词短语和一般过去时的被动语态。
本节课的主要内容包括三个部分：阅读文本、听力练习以及口语交流。
通过本节课的学习，学生能够掌握与过去相关的被动语态的运用，以及学会如何运用动词短语描述事物的发明时间。
二. 学情分析九年级的学生已经掌握了英语学习的基本语法和词汇，具备一定的阅读和听力能力。
但是，对于一般过去时的被动语态和与发明物相关的动词短语的运用，部分学生可能还存在一定的困难。
因此，在教学过程中，需要针对学生的实际情况进行针对性的教学。
三. 教学目标1.知识目标：学生能够掌握一般过去时的被动语态，以及与发明物相关的动词短语。
2.能力目标：学生能够运用所学的动词短语和被动语态进行简单的口语交流和写作。
3.情感目标：通过学习，学生能够增强对科技发展的兴趣和好奇心。
四. 教学重难点1.重点：一般过去时的被动语态的运用。
2.难点：与发明物相关的动词短语的运用。
五. 教学方法1.任务型教学法：通过设计各种任务，让学生在实践中学习和运用语言。
2.情境教学法：创设各种情境，让学生在真实的语境中学习和运用语言。
3.交际法：通过小组讨论和角色扮演等方式，让学生进行真实的交际。
六. 教学准备1.教师准备：备好相关的教学材料，如PPT、教案等。
2.学生准备：预习相关的词汇和语法知识。
七. 教学过程1.导入（5分钟）通过展示一些常见的发明物，如手机、电视等，引导学生谈论这些发明的出现时间，引出本节课的主题。
2.呈现（10分钟）通过PPT展示本节课的主要内容，包括一般过去时的被动语态和与发明物相关的动词短语。
让学生边看PPT边跟读，加强记忆。
3.操练（15分钟）设计一些简单的口语练习，让学生运用所学的动词短语和被动语态进行练习。
人教版新目标九年级全册Unit6教学设计
Unit 6 When was it invented ?Grammar and WritingTeaching Aims1. Knowledge objects:(1) The students will be able to use the patterns be done in the given situations or daily life.(2) The students will be able to use the following phrases: be invented in ; be used for doing ; be invented by … to make sentences.2. Ability objects:(1)The students will be able to get the information needed in reading.(2) The students will be able to talk about and write the information about their inventions using target language.3. Emotion & attitudeEnable the students to have the spirit of creating new things and love our mother land, study hard to achieve our dreams.Important and difficult points:The students will be able to use be done structure correctly in speaking and writing practice.The students will be able to adopt correct reading and writing strategies. Teaching approach and means:Task-based Teaching Approaches. multimediaTeaching proceduresGrammarStep 1 Lead-in( Show some pictures of the Great Wall .)T: What’s this ?Ss: The Great Wall.T: It is the symbol of China and it is famous all over the world ,right ?But what was it used for ?(Ask one student to answer .)Step 2 Pair workA: What was it used for ?B: It was used for sending messages.T: Be used for…is Passive Voice.More practice:A : When was it invented ?B: It was invented in…A: Who was it invented by ?B: It was invented by…A: What is it used for?B: It is used for…A: What do you think of it ?B: I think it…Some exercise.ReadingStep 1 Read and fill in the blanks.Check the answers.Pay attention to the structure of the passage .Step 2 More reading1.T: Here is a passage about inventions ! Go through the picture with the students.2. Let the students read again and answer the questions below the passage.(Then check the answers and let the students to choose the reading strategy they adopted in reading and share it in class.)GroupworkStep 1 Cooperate to designT: Well done dear students! Now it’s time to cooperate to design. Discuss these problems in your group and we’ll show your design to see which group is the best one. Ask students to have a discussion in groups and then design their own tools. All the problems should be solved by themselves.Step 2 Share the designs in classEveryone in the group are supposed to say something about their inventions . Each of them have a chance to talk in class.(Give them the standards about how to make an estimate of each invention. Let the students show their own ideas about other inventions. ) Writing1. Write their own introductions of their design.2. Share the passages in class so that the students can learn more information about each invention. In this way each student can improve their own writing ability.Ending:T: As the hosts of the 21st century , we have the duty to make our country stronger and stronger ,what should we to do to achieve our China Dream ?Ss: We should study hard!Together : Let’s study hard and achieve our China Dream !!Homework:T: In this class all of you did very well, and you helped me a lot, thank you! Here’s today’s homework:1. Rewrite the articles .2. What else do you want to invent in the future ?Tell us something about your ideas next class.。
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Unit 6 Grammar FocusClass Type GrammarObjectives 1. To learn and understand the “passive voice in the pasttense”.2. To better understand and well use the passive voice inthe past tense in practice.Key 1. When wad the zipper invented?structure —It was invented in 1893.2. Who was it invented by?—It was invented by …3. What is the hot ice-cream scoop used for?—It’s used for serving really cold ice-cream.Difficulties How to well use the structure about passive voice in thepast tense in practice.Period 1ProcedureLead-in Show Ss the basic form of passive voice in different tenses.Step 1 Examples of active voice sentences and passive voicesentences.Step 2 Explanation about the exchanges of active voice sentencesand passive voice sentences.Step 3 The four steps that the exchanges of active voice sentencesand passive voice sentences should obey.Step 4 The sentence structures of passive voice sentences withexamples.Step 5 The use of passive voice with specific examples sentences.Step 6 Ask Ss to read the sentences with the passive voice partsEarlybirdunderlined.Step 7 Show Ss some example sentences in different tensesStep 8 More exercises.1. Change the active sentences into passive sentences.2. Complete sentences with the correct words.3. Choose the best answer.Step 9 Activity 4a.Ask Ss to rewrite the sentences using the passive voice.Step 10 Activity 4b.Ask Ss to complete the sentences with the correct forms ofthe verbs in the box.Step 11 Activity 4c.Let Ss write the correct forms in the blanks.Step 12 Exercises of Secondary School Entrance ExamsUnit 6 Section A-1Class Type Listening, reading and speakingObjectives 4. To know the order of the invented things.5. To learn the year of the invented things by listening.6. To practice talking about the inventions in the pictures.Key 1. When was the telephone invented?structure —I think it was invented in 1876.2. What are they used for?—They are used for …3. Can you help me think of an invention?—My pleasure.4. You do seem to have a point.EarlybirdDifficulties How to understand the information of those inventions.Style, project, pleasure, daily, website, pioneer, list,mentionVocabularybe used for, seem to, have a pointPeriod 1ProcedureLead-in Free talk.Show Ss some pictures about inventions and ask Ss to talkabout more information of these inventions.Step 1 Enjoy a flash.Step 2 Activity 1b.Let Ss listen to the tape and match the inventions with theproper dates.Step 3 Listen again and answer the questions with the properinformation from 1b.Step 4 Discussion.Show Ss some pictures and ask them to make sentencesbased on the information from the pictures.Step 5 Pair works.Show Ss some pictures about the inventions and ask Ssmake a similar conversation with their partners by usingthe 1b as a model.A: when was the telephone invented?B: I think it was invented in 1876.…Step 6 Activity 2a.Listen and number the inventions in the order you hear.Step 7 Activity 2b-1.Let Ss listen again and then match the inventions with theirinventors and users.Step 8 Activity 2b-2.EarlybirdListen again and answer some questions.Step 9 Pair works.Let Ss make conversations in groups by using theinformation in 2b.e.g. :A: What are they used for?B: They’re used for seeing in the dark.Step 10 Brainstorm.Show Ss some pictures about cool inventions.Step 11 Activity 2d.Let Ss read the conversation and answer the questions.Step 12 Brainstorm.Introduce Ss about the person Whitcomb L. Judson.Step 13 Let Ss listen again with reading after the tape.Step 14 Pair works.Show Ss some pictures about the inventions and ask Ss totalk about the familiar ones with their partners.Step 15 Brainstorm.Introduce Ss the 10 most important inventions throughouthistory.Step 16 Language points: explain the key words and phrases insection A-1.Unit 6 Section A-2Class Type ReadingObjectives 7. To learn and understand the invention of tea.8. To better understand the information about tea and Shen Nong.Key 1. Did you know that tea was invented by accident?structure 2. It is said that Shen Nong was the first to discover tea as a drink.3. Tea didn’t appear until around 1660, but in less than 100 years.Earlybird4. The Chinese are without doubt the ones who best understandthe nature of tea.Difficulties How to learn and understand the invention about tea.nearly, ruler, boil, remain, smell, national, trade, doubtTake place, without doubt, be invented byVocabularyPeriod 1ProcedureLead-in Enjoy a flash to have fun.Step 1 Revision.Let Ss translate some phrases.Step 2 Free talk.Ask Ss to talk about the question “how many kinds of drinks doyou know?”Step 3 Discussion.Show Ss some pictures about the drinks and tell Ss that tea is themost popular drink in the world, and then to discuss about thekinds of tea they know.Step 4 Brainstorm.Introduce thee knowledge of some kinds of tea.Step 5 Free talk.Ask Ss about some questions according to the knowledge in thebrainstorm.Step 6 Activity 3a.Ask Ss to read the passage quickly and match each paragraph withits main.Step 7 Activity 3b.Ask Ss to read the passage again and answer some questions.EarlybirdStep 8 Brainstorm.Introduce to Ss about some brilliant inventions made by accidents.Step 9 Free talk.Think of something that you don’t like doing.Then think of an invention that could help you.Step 10 Pair works.Let Ss supposed to be a businessperson, and ask them to workwith their partners about the questions based on his or herinventions.E.g.:A: This special pen was invented by Zheng Jie. It has three colorsand it is used for …B: …Step 11 Language points: explain the key words and phrases in sectionA-2.Step 12 More exercises about the language points.Unit 6 Section B-1Class Type Listening and speakingObjectives 1. To understand and describe how food can taste.2. To learn the history of potato chips by listeningcarefully.3. To practice talking about the invention of potato chips.1. The customer was happy in the end.Key2. Do you know how potato chips were invented? structure3. Did you know potato chips were invented by mistake?—Wow, I didn’t know that. Who invented them?EarlybirdDifficulties How to understand and talking about the invention ofpotato chips.Fridge, low, somebody, translate, lock, earthquake, sudden,bell, biscuit, cookie, musical, instrument, sour, customerVocabularbe brought to, all of a sudden, more than, by mistakeyPeriods 1ProcedureLead-in Revision.Ask Ss to translate some key phrases into Chinese.Step 1 Discussion.Show Ss some pictures about the delicious food and let Sslist some food with the same tasty.Step 2 Free Talk.Ask Ss the questions:1. Do you like eating potato chips?2. Which kind of taste do you like?3. Do you know how they were invented?Step 3 Activity 1c.Listen and circle T or F.Step 4 Listen again and answer some questions.Step 5 Activity 1d.Listen again and then complete the sentences.Step 6 Pair works.Let Ss make conversations about the invention of potatochips.E.g.:A: Did you know potato chips were invented by mistake?B: Wow, I didn’t know that. Who invented them?A: ...Step 7 Brainstorm.Introduce to Ss how some food was invented, likeEarlybirdsandwich, post-it notes, and corn flakes.Step 8 Free talk.Ask Ss to talk about other food they know and how werethey invented?Step 9 Language points: explain the key words and phrases insection B-1.Step 10 Examples and exercises about the language points.Unit 6 Section B-2Class Type Reading and writingObjectives 1. To understand the history and more information ofbasketball.2. To introduce the things you do not like to do and theinvention can help you.3. To imagine an invention you invented and write down.1. It is believed that the first basketball game in historyKeywas played on Dec. 21, 1891. structure2. Who invented basketball and how is it played?Difficulties How to understand the information of basketball and writean article about the invention you create.the Olympics, Canadian, divide, basket, heroVocabulardivide … into, not only … but also…, look up to yPeriods 1ProcedureLead-in Revision.Ask Ss to translate the phrases into Chinese.Step 1 Exercise.Earlybird1. Choose the correct answers.2. Complete the sentences according to the Chinese words.Step 2 Free Talk.1. Do you like sports?2. What sport do you often play?3. Can you list some sports that played in China?Step 3 Discussion.Show Ss some pictures about sports and then ask Ss toanswer some questions.Step 4 Free talk.Let Ss talk about what they know about the basketball andanswer some questions.Step 5 Activity 2b.Skim the passage and find out which paragraphs are aboutthe popularity of basketball.Step 6 Activity 2c.Read again and complete the mind map with information inthe passage. And then ask Ss try to find out what else youcan add to the map.Step 7 Activity 2d.Ask Ss to use the map to conclude the development ogbasketball after answering the questions.Step 8 Free talk.Ask Ss to talk about the questions:1. Do you know any famous basketball player?2. Who do you admire most?Step 9 Pair works.Ask Ss to make a list of good and difficult things aboutbeing a basketball player after talking about the question“Would you like to play in China’s national basketballteam one day”.Step 10 Enjoy a song: I believe I can fly.Step 11 Activity 3a.Ask Ss to think of something that they don’t like doing.EarlybirdAnd then think of an invention that could help, and try tomake notes.Step 12 Activity 3b.Let Ss supposed to be a businessperson, and write adescription of their new invention. Then try to sell theinvention to the class.Step 13 Brainstorm.Show Ss some pictures about the magic and interestinginventions.Step 14 Language points: explain the key words and phrases insection B-2.Step 15 More exercisers about the language points.Step 16 Writing.Based on the given contents about Lin Shuhao, ask Ss towrite an article with the given sentences and basic requests.Earlybird。