【2015年人教新目标】九年级英语 unit 6 grammar focus 教案设计
英语人教版九年级全册unit6 (Grammar Focus-4c)
Unit6 when was it inventedUnit 6 When was it invented？Section A (Grammar Focus-4c)一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：fridge, low, somebody, translate, lock, earthquake,sudden, allof a sudden, biscuit, cookie, instrument2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）进一步学习运用一般过去时态的被动语态。
4) 掌握主动语态变被动语态的方法，并通过不同方式的练习，来熟练运用。
2. 情感态度价值观目标：培养想象力，善于观察事物。
面对难题，用积极的态度去解决，发挥想象力，认识世界，改造世界。
二、教学重难点1. 教学重点：1) 学习生词fridge, low, somebody, translate, lock, earthquake,sudden, all of a sudden, biscuit, cookie, instrument2) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2. 教学难点：1) 一般过去时态的句子变为被动语态。
2) 综合运用所学的知识进行练习运用。
三、教学方法使学生通过观察、思考、讨论、交流和合作等方式，在情境中体会语言、掌握语言的应用。
四、学法指导通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。
五、教学过程Ⅰ. Warming- up and revision1. Have a dictation of the new words learned in the last class.2. Review some main phrases we learned in the last class. Check the homework.3. Let some Ss tell something about how tea was invented by accident. Tell something about how tea was invented by accident.One day Shen Nong was boiling drinking water over an open fire. Some leaves from a tea plant fell into the water and remained there for some time.It produced a nice smell so he tasted the brown water. It was quite delicious and one of the world’s favorite drink was invented.Tell something about Lu Yu and his Cha Jing.Lu Yu “the saint of tea” mentioned Shen Nong in his book Cha Jing. The book describes how tea plants were grown and used to make tea. It alsodiscusses where the finest tea leaves were produced and what kinds of water were used.It is believed that tea was brought to Korea and Japan during 6th and7th centuries. In England, tea didn’t appear until around 1660. The tea trade from China to Western countries took place in the 19th century. Ⅱ. Grammar Focus.1. 学生阅读Grammar Focus中的句子，然后做填空练习。
新人教版九年级英语上册Unit6 Section A 3 (Grammar Focus-4c) 【创新教案】
Section A 3 (Grammar Focus-4c)一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：fridge, low, somebody, translate, lock, ring, earthquake, sudden, allof a sudden, bell, biscuit, cookie, musical, instrument2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）进一步学习运用一般过去时态的被动语态。
4) 掌握主动语态变被动语态的方法，并通过不同方式的练习，来熟练运用。
2. 情感态度价值观目标：培养想象力，善于观察事物。
面对难题，用积极的态度去解决，发挥想象力，认识世界，改造世界。
二、教学重难点1. 教学重点：1) 学习生词fridge, low, somebody, translate, lock, earthquake, sudden, all of a sudden, biscuit,cookie, instrument2) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目的。
2. 教学难点：1) 一般过去时态的句子变为被动语态。
2) 综合运用所学的知识进行练习运用。
三、教学过程Ⅰ. Warming- up and revision1. Have a dictation of the new words learned in the last class.2. Review some main phrases we learned in the last class. Check the homework.3. Let some students tell something about how tea was invented by accident.Tell something about how tea was invented by accident.One day Shen Nong was boiling drinking water over an open fire. Some leaves from a tea plant fell into the water and remained there for some time.I t produced a nice smell so he tasted the brown water. It was quite delicious and one of the world’sfavorite drink was invented.Tell something about Lu Yu and his Cha Jing.Lu Yu “the saint of tea” mentioned Shen Nong in his book Cha Jing. The book describes how tea plants were grown and used to make tea. It also discusses where the finest tea leaves were produced and what kinds of water were used.It is believed that tea was brought to Korea and Japan during 6th and 7th centuries. In England, tea didn’t appear until around 1660. The tea trade from China to Western countries took place in the 19th century.Ⅱ. Grammar Focus.1. 学生阅读Grammar Focus中的句子，然后做填空练习。
人教新目标版九全英语Unit 6 第3课时(A Grammar Focus-4c)
4. Our parents advised us not to go out alone. We were advised not to go out alone (by our parents).
5. The cookies w__e_re__e_a_te_n_ by the hungry kids in less than 20 minutes, and they really _li_k_e_d_ them.
Decide whether active or passive forms should be
3. Lucy’s mother often makes her read English aloud at home.（改为被动语态） Lucy is often made _t_o_ r_e_a_d_ English aloud at home.
4. 你知道它是怎样被发明出来的吗？ （汉译英） Do you know __h_o_w_ it _w_a_s_ _i_n_v_e_n_t_e_d_?
5. 罗马不是一天建成的。（汉译英） Rome _w_a_s_ _n_o_t_ _b_u_i_lt_ in a day.
二、根据短文内容，用括号内所给单词的适当 形式填空。
Roses have a long history. It 1. _is_s_a_i_d_ (say) that they have been on the earth for at least 35 million years.
4c used in these sentences. Write the correct forms
人教版初中英语九年级英语Unit6 Grammar Focus
4a Rewrite the sentences using the passive voice.
2. Somebody stole my camera from my hotel room.
My camera was stolen from my hotel room (by somebody). 3. Where did you take these photos?
How delicious the soup is! Who cooked it?
It was cooked by Mom.
What a beautiful card it is! Who made it? It was made by …
How clean the clothes are! Who washed them?
（3）有时为了礼貌等原因不愿说出行为者, 这时也常用被动语态。
The construction of the new lab must be completed by the end of next month.
新实验室必须在下个月底前完工。 You are requested to give a performance.
The naughty boy broke the window yesterday. ( 主动语态)
The window was broken ( by the naughty boy) yesterday.
主动句与被动句之间的转换
We
bought
some books.
主语 谓语动词主动语态的过去式 宾语
Some books were bought
九年级英语全册Unit6单元语法专题SectionAGrammarFocus_4c人教版
Monday.
A. accepts B. accepted C. was accepted D. is accepted
(C )2. (2018·重庆)—Who's the little girl in the photo, Laura?
—It's me. This photo______when I was five.
Unit 6 When was it invented?
单元语法专题& Section A(Grammar Focus～4c)
语法知识专讲
被动语态(二) 一、一般过去时的被动语态 在第五单元已介绍了被动语态的概念及主动语态变被动语态的用法，本单 元主要介绍一般过去时的被动语态。一般过去时的被动语态的结构： 1. 肯定句：主语＋was/were＋Vp. p(＋by…).
A. is taken B. takes
C. was taken
D. took
C( )3. (2019·百色改编)As we know，printing ______ during the Sui and Tang
Dynasties in China.
A. invented
B. is invented
e. g. ：—Was he invited to the party？他被邀请去参加晚会了吗？ —Yes, he was. 是的。
4. 特殊疑问句：特殊疑问词(When/Where/Who/…)＋was/were＋主语＋Vp. p(＋ by…)?
e. g. ：Where was the car parked？那辆车停在什么地方？
by ordinary people by accident.
人教版英语九年级全册Unit6SectionAgrammarfocus4c优秀教学案例
（二）讲授新知
1.教师通过PPT展示一般现在时态的第三人称单数形式的构成及用法，让学生初步了解本节课的学习内容。
3.教师巡回指导，给予学生必要的帮助和提示，引导他们正确运用一般现在时态的第三人称单数形式。
4.各小组派代表分享讨论成果，让学生在分享中相互学习，提高表达能力。
（四）总结归纳
1.教师邀请学生总结本节课所学内容，让学生回顾和巩固一般现在时态的第三人称单数形式。
2.教师对学生的总结进行补充和归纳，确保学生对一般现在时态的第三人称单数形式有清晰的认识。
二、教学目标
（一）知识与技能
1.掌握一般现在时态的第三人称单数形式的构成及用法。
2.能够正确运用一般现在时态的第三人称单数形式进行日常交流和写作。
3.了解一般现在时态与其他时态的的区别，提高时态运用的准确性。
4.能够运用所学知识，描述人物的性格特点和日常生活。
（二）过程与方法
1.通过情境教学法，培养学生在生活中发现、感知和运用一般现在时态的第三人称单数形式的能力。
2.鼓励学生进行自我反思，培养他们自主学习、自我调整的能力。
3.组织学生进行同伴评价，让他们在评价中相互学习、共同进步。
4.定期进行课堂评价，总结教学过程中的优点和不足，不断优化教学方法，提高教学质量。
四、教学内容与过程
（一）导入新课
1.教师通过展示一幅幅生动的人物图片，引导学生关注图片中人物的性格特点和日常生活。
（二）问题导向
1.设计富有思考性的问题，引导学生主动探究一般现在时态的第三人称单数形式的用法。
九年级上(人教版)英语教学设计：Unit6SectionAGrammarFocus4c
一、教学目标
（一）知识与技能
在本章节“Unit6 Section A Grammar Focus 4c”的学习中，学生将掌握以下知识与技能：
1.能够理解并运用现在进行时态描述正在进行的动作或状态。
2.能够运用一般现在时态描述日常习和客观真理。
1.采用任务型教学法，引导学生通过观察、思考、讨论等方式，发现并掌握现在进行时态与一般现在时态的语法规则。
2.利用多媒体教学资源，创设真实语境，让学生在实践中运用所学语法知识。
3.通过小组合作学习，培养学生的团队协作能力和口语表达能力。
4.设计丰富的课堂活动，如角色扮演、情景剧、口头作文等，激发学生的学习兴趣，提高学习积极性。
（二）讲授新知
1.教师以实例句子的形式，讲解现在进行时态与一般现在时态的用法和区别，强调两种时态在句子结构上的变化。
2.通过PPT展示，让学生直观地了解频率副词在句子中的作用，学会如何正确使用频率副词描述动作或状态的频率。
3.教师设计一些练习题，引导学生运用所学知识进行句子改写，巩固语法知识。
4.针对学生在练习中遇到的问题，教师进行解答和指导，帮助学生进一步理解语法规则。
1.教师设计一系列练习题，包括填空、选择、改写句子等，让学生独立完成。
2.练习题中包含不同难度的题目，以适应不同学生的学习需求。
3.学生完成练习后，教师选取部分答案进行展示和讲解，分析常见错误，提醒学生注意语法细节。
（五）总结归纳
1.教师带领学生回顾本节课所学内容，总结现在进行时态与一般现在时态的用法和频率副词的运用。
（一）教学重难点
1.重点：本章节的重点在于学生能够正确理解和运用现在进行时态与一般现在时态，并能结合频率副词描述动作或状态的频率。
九年级全一册Unit6SectionAGrammarFocus4c语法课优质课课件
Complete the sentences according to the Chinese and pictures:
The cars _w_e_r_e_in_v_e_n_t_e_d___in 1885. 汽车在1885年被发明。
Flowers w__e_r_e_p_la_n_t_e_d_in the garden last year. 去年鲜花被种在花园里。
flowers, water, yesterday The flowers were watered by the girl yesterday.
Talk about the following inventions using the patterns:
A: When was it invented? B: It was invented in1976. A: Who was it invented by? B: It was invented by Steven. A: What is it used for? B: It is used for ...
1. 一般过去时的被动语态的句式结构
肯定句 主语+was/were+及物动词的过去分词（ + by…） 否定句 主语+was/were + not+及物动词的过去分词（+ by…)
Was/Were+主语+及物动词的过去分词（+by …)?
疑问句
特殊疑问词+was/were+主语+及物动词的过去分词（ +by...)?
It was invented in 1893. It was invented by Whitcomb Judson.
人教版英语九年级全册Unit6SectionAgrammarfocus4c教学设计
2.技能目标：通过小组合作、讨论等方式，学生能够运用现在完成时态描述过去发生的事情对现在造成的影响或结果，提高学生的口语表达和写作能力。
（二）过程与方法
1.过程目标：通过情境导入、任务驱动、小组合作、讨论交流等教学活动，让学生在真实语境中感知、体验、实践现在完成时态。
2.方法目标：培养学生自主学习、合作探究的学习能力，提高学生在实际语境中运用英语进行交流的能力。
6.作业：布置相关练习，巩固所学知识。
7.拓展：鼓励学生在课后收集有关世界各地风土人情的资料，下节课与同学分享，提高学生的跨文化交际能力。
二、学情分析
九年级的学生已经具备了一ห้องสมุดไป่ตู้的英语基础，他们对英语学习有着较高的兴趣和热情。在此基础上，学生对现在完成时态的掌握程度参差不齐，部分学生对这一时态的结构和使用场景理解不够深入。因此，在本节课的教学过程中，教师需要关注以下几点：
4.设想四：互动交流。课堂上充分给予学生表达的机会，鼓励学生大胆开口说英语。教师可以设置问答环节，让学生互相提问，用现在完成时态回答，以提高他们的口语表达能力。
5.设想五：课后拓展。布置一些开放性作业，如让学生采访家人或朋友，了解他们的旅行经历，并使用现在完成时态进行描述。这样既能巩固所学知识，又能提高学生的跨文化交际能力。
b.观看一部英文旅行纪录片，记录下自己感兴趣的片段，尝试用现在完成时态进行描述。
4.预习作业：
a.预习下一课的内容，提前了解未来时态的用法和结构，为课堂学习做好准备。
b.搜集生活中使用未来时态的例子，以便在课堂上进行分享和讨论。
作业要求：
1.学生需认真对待作业，按时完成，确保作业质量。
Unit6 SectionA Grammar Focus-4c教学设计--人教版英语九年级全册
时间/教师姓名Bessie班级9.2课型Grammar课题Unit 6 GrammarFocus-4c课时Period3教学内容分析本课是新目标英语九年级第6单元的第三课时。
继续围绕“发明”的话题进行读写活动，对学生进行读写技能训练。
Grammar Focus部分首先以问答的形式呈现了含有过去时被动语态的句子。
在操练一般过去时的同时让学生对比感知两种句型的不同并自己总结主动变被动的规律。
4a4b是控制性练习，主要训练学生掌握被动语态的句子结构和使用语境。
4c是综合性的语篇练习。
让学生在完整的语境中体会和运用两种语态。
学情分析通过上节课的学习，学生了解了过去式被动语态的构成，但在表达过程中对过去分词与过去式形式容易混淆，上节课通过阅读帮助学生进一步感知被动语态的构成，并通过语法专项练习帮助学生正确使用被动语态进行表达。
学生就会更轻松得进一步掌握目标语言。
核心素养四维教学目标Languageabilityobjectives1.学生学习掌握下列词汇：fridge, low, somebody,translate, lock, earthquake, sudden, all of a sudden,biscuit, cookie, instrument.2.学生学习掌握下列句子：---When wad the zipper invented?---It was invented in 1893.---Who was it invented by?---It was invented by …---What is the hot ice-cream scoop used for?--It’s used for serving really cold ice-cream. Learningabilityobjectives1.学生进行一步复习巩固学习Section A 部分所学的生词和词组。
2.学生进一步学习运用一般过去时态的被动语态。
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Unit 6 Grammar Focus
Class Type Grammar
Objectives 1.To learn and understand the “passive voice in the past tense”.
2.To better understand and well use the passive voice in
the past tense in practice.
Key structure 1. When wad the zipper invented?
—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 the past tense in practice.
Period 1
Procedure
Lead-in Show Ss the basic form of passive voice in different tenses. Step 1 Examples of active voice sentences and passive voice sentences.
Step 2 Explanation about the exchanges of active voice sentences and passive voice sentences.
Step 3 The four steps that the exchanges of active voice sentences and passive voice sentences should obey.
Step 4 The sentence structures of passive voice sentences with examples.
Step 5 The use of passive voice with specific examples sentences. Step 6 Ask Ss to read the sentences with the passive voice parts
underlined.
Step 7 Show Ss some example sentences in different tenses
Step 8 More exercises.
1.Change the active sentences into passive sentences.
plete 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 of
the verbs in the box.
Step 11 Activity 4c.
Let Ss write the correct forms in the blanks.
Step 12 Exercises of Secondary School Entrance Exams。