新课改单元整体教学设计人教版九年级Unit 6 When was it invented表格式（5课时）

中小学教育资源及组卷应用平台
单元设计
单元名称 Unit 6 When was it invented
1.单元教学设计说明 Unit 6的中心话题是发明，而发明与我们的生活密切相关，通过本单元的学习，要求学生能够用英语谈论自己喜欢的发明，和发明家，并说明为什么，他们在生活中的作用。在谈论这个话题的同时，学习并掌握被动语态结构。被动语态结构在初中教材中是一个很重要的知识点，学好这一单元对后面的学习很有帮助，起着承上启下的作用。在中考考试中，不但选择题中要涉及这方面的内容，而且在阅读理解中也有大量的被动语态出现，如果不能够很好地掌握它，势必影响学生今后对阅读文章的理解。因此，本单元不仅是本册书的重点，在整个初中教学中，他都占着非常重要的地位。
2.学情分析 本单元的主题是谈论"发明”，学生能够运用含有一般过去时态的被动语态介绍日常生活中的一些常见物品的发明史及其作用和发展。本课时,学生在前一个单元含有一般现在时态的被动语态和本单元第一课时的基础上，对含有一般过去式态的被动语态有了一定的掌握。本单元主要要求学生运用被动语态的过去时描述一些事物的发展史;学生对这些发明物感兴趣，所以本单元学生乐于接受并接触本单元的一些常识，能够丰富学生学习生活，从而在读、说、听的基础上，提高写的能力，从而全面提高学生的综合语言运用能力。
3.单元目标与重点难点 语言能力： Talk about the history of inventions. 思维品质： Can talk about the history and use of important inventions, can be able to express their own views on the use and characteristics of the inventions, and explain the reasons. 学习能力： Expand your new words and improve your reading ability. Understand and use the passive voice well. 文化意识： Make the students understand that the human scientific invention has created a rich material civilization. Cultivate students' ability and desire to create and invent. 教学重难点 教学重点： 掌握一般过去时的被动语态。 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。
4.单元整体教学思路 创设情境。通过看图片，谈电视机、汽车、电话电脑等学生生活中比较熟悉的事情引入本单元的功能句。倾听、观看、理解、记忆、回答、模仿、参与操练。通过为学生设置情境，能够让学生充分理解和感受功能句“What is the telephone used for It’s used for talking with people 。”的用法。《初中英语新课程教学法》一书提倡英语生活化教学，文中这样写道，“英语生活化教学，就是在教学过程中要关注和联系学生的生活实际和生活体验。让英语教学贴近实际、贴近生活、贴近时代，树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究从而实现教学方式和学习方式的转变。”利用学生感兴趣的生活实际引入教学，有利于引起学生的学习兴趣和参与兴趣。 分组操练。让全班同学以小组为单位操练和表演对话，教师巡视、观察、监控、调整、提供帮助。通过编对话的形式谈论他们对发明物的时间猜测，不仅体现小组合作学习，也体现了师生之间的合作学习。《新课程理念》中提到，“学会与他人合作已经成为全球教育改革的四大支柱之一。在英语教学中培养学生的合作精神的一个重要途径是通过设计和提供大量合作性的语言活动，让学生在学习过程中感受与他人合作、分享知识和成功的感受。” 教师创设听力情景，并针对听力提出适当的问题，使学生有目的地进行听力练习，然后小组讨论、全班订正。听力练习也是本节课的教学难点，平时大多数学生都说听力难，其实主要是没掌握听力技巧，如果让学生带着问题有目的地去听就容易多了。这实际也是一种听力技巧，即不需要听清每个词，只需抓住关键即可。 写自己的句子。让学生在逐步掌握功能句“说”的技能之后，转入模仿句式造句子， “Who was the light bulb invented by It’s invented by Edison”。 “造句是培养学生运用英语的最简单易行的训练方法，可以使学生通过运用单词和短语来掌握句子。为今后写作练习打下最基本的基础。”（《现代英语教学法》） 巩固和迁移。教师简单的设计一些针对性比较强的练习，让学生几分钟内完成以达到学生对本单元知识点的巩固和迁移。 布置作业。让学生利用本节所学内容完成homework，也即编对话和介绍发明物的练习，以达到对本节知识的巩固。 课时安排： Period 1 Section A (1a-2d) Period 2 Section A (3a-4c) Period 3 Section B ( la - le ) Period 4 Section B(2a－2e) Period 5 Section B(3a－3b) & Self Check
课时教学设计
课题 Unit 6 When was it invented Section A(1a－2d)
授课时间： 课型：听说课 课时：1
1.教学目标 ①语言能力 重点单词 style, project, pleasure, daily, website, pioneer, list, mention 重点短语 be used for, think of, such a great invention 重点句型 1.I think the TV was invented before the car. 2.What are they used for ②文化意识 让学生明白，人类的科学发明创造了丰富的物质文明。培养学生的创造和发明的能力和欲望。 ③思维品质 一般过去时态的被动用法。让学生体验大量语言结构和该结构所表达的功能意义，在他们有了一定的感性认识的基础上，引导他们概括语言结构的特点和功能。 ④学习能力: 能用一般过去时的被动语态谈论物品是何时被发明的；听懂相关的听力对话和文章，培养口语交际能力，学生们可以谈论一项发明的用途。
2.教学重点难点 教学重点： 掌握本课时中出现的生词，能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。 教学难点： 在说话时练习被动语态。学习何时使用被动语态。
3.教学准备 PPT，多媒体
4.学习活动设计
环节一：新课导入
教师活动 Show Ss two pictures and asks: What are the people doing Show Ss the pictures of the four great inventions in ancient China and ask if they know the English names of these inventions. Then, ask them which invention was invented first and which was invented last. Show Ss a video about the four great inventions in ancient China. After watching the video, T can make a conclusion that inventions change people’s lives. T can ask Ss to think about how the four great inventions have changed people’s lives in ancient China. 学生活动： （看图片回答，记笔记思考） S1: He is printing. S2: He is making paper. .....
活动意图：四大发明不是重点，它只为引出后面将会出现的四个现代发明。老师可用发明改变生活这条线串联中国古代的四大任发明和课本中出现的四个现代发明，让学生体会到，无论是古代还是现代，我们的生活因为这些发明变得更加便利。
环节二：完成教材1a~2c教学任务
教师活动 Pre-listening Ask Ss: Do you know any modern inventions Then show them the pictures of computer, car, telephone and TV. Ask Ss to think and answer the questions: 1.Can you guess which one of them was invented first 2.Which one of them was invented last 3.Was the TV invented before the car or after the car (Tip: T can encourage Ss to use the passive voice when answering the questions.) 1a Ask Ss to open their books, look at the four pictures in 1a and discuss which invention was invented first. Then, number the pictures from 1 to 4. (Tip: Ask Ss to use the sentence structures in the box on the left when discussing.) While-listening Show the picture of 1b to Ss. Ask them to think about what these people are talking about. Ask them to guess the year in which each invention was invented. 1b Show the video of 1b to Ss. Ask them to finish the task in 1b. (Answers: d 1876 a 1885 c 1927 b 1971) Extension: Show p to pictures Ss and ask them to match the inventors with their inventions. telephone: Alexander Bell, car: Karl Benz, TV: J.L.Baird, computer: John von Neumann Ask Ss to listen again and answer the questions: 1. Did the older lady have a telephone 2. Why didn’t the older lady have a TV 3. Why didn’t the older lady have a personal computer 4. Can you guess when the older lady was born Post-listening 1c Ask Ss to work in pairs and finish the task in 1c. (Tip: T can show more inventions to Ss. Tell Ss that more modern inventions can be talked about in 1c.) Show Ss pictures of different inventions and ask them to think about how these inventions have changed people’s lives. (Tip: T can ask Ss to choose one or two inventions and have a group discussion.) Pre-listening Show Ss PPT , ask them to look at the picture and answer the questions. While-listening 2a Play the recording, ask Ss to listen and number the inventions in the order they hear. Answers: 3 shoes with special heels 1 shoes with lights 2 hot ice-cream scoop, runs on electricity 2b Play the recording again. Ask Ss to listen and complete the chart. Answers: 1. changing 2. in the dark 3. serving Optional choice: Ask Ss to listen again and answer the questions. 1. Why are shoes with lights needed by people 2. Why is the hot ice-cream scoop needed by people 3. How is the style of shoes changed Post-listening 2c In pairs, get Ss to speak with each other about the inventions mentioned in 2a and 2b. Ask Ss to make their conversations more interesting by coming up with more uses for the three inventions. (Tip: Each S should come up with one alternative use.) Optional choice: Show more interesting inventions to Ss and ask them to tell the usage for each. 学生活动 师生提问回答，学生完成1a 根据音频完成1b 根据老师讲解记笔记，理解短语 完成2a听力 完成2b. 制作对话完成2c，并两生再次进行对话练习 根据老师讲解进行记笔记
活动意图：对目标语言进行练习，让学生熟悉话题，听说读写的任务结合起来，不仅锻炼了学生的语言运用能力，还巩固了学生对目标语言的学习及运用。
环节三：完成教材2d教学任务
教师活动 Pre-reading Show a picture of zipper and ask where they can see it. Give some examples to Ss (backpack, jacket, wallet, key chain) and encourage them to think about more things with zippers. While-reading Ask Ss to read the conversation in 2d and answer the questions. 1. Who invented the zipper 2. When was the zipper invented 3. When was it first used widely Play the video for Ss. Ask them to role-play the conversation. Post-reading Ask Ss to think and answer the questions: Are there any other inventions that have great influence on people’s lives How do they change people’s lives (Tip: T can also treat these questions as a project. T can ask Ss to work in groups, look up some information about “inventions which have influence on people lives” on net and make a presentation in next class.) 学生活动 （快速获取信息，自己默读勾画） Ss1:-Small inventions that changed the world. Ss2:The zipper. Ss3:Because it is often used in our daily lives. Ss4:Whitcomb Judson invented it in 1893. Ss5:Around 1917.
活动意图：将听、说、读、写的任务结合起来，不仅锻炼了学生的语言综合运用能力，还巩固了学生对被动语态的学习、识记和运用。
环节四：小结训练
1.The shoes with lights are used for seeing in the dark. (对画线部分提问) ____________are the shoes with lights __________ 2. The light bulb(灯泡) was invented by Thomas Edison. (对画线部分提问) _________________ the light bulb invented by 3. The refrigerator is used to keep food fresh.(改为同义句) The refrigerator is used ______________food fresh. 答案：1.What,used for2.Who was3.for keeping 思考进行小题练习，朗读题目并阐述原因。
活动意图：巩固练习，活学活用，加深理解记忆。
5.作业设计 1)抄写unit6单词一英一汉，完成本课时对应练习。 2)复习总结本课时笔记知识点，预习下课时内容，熟读2d对话。
6. 板书设计 Unit 6 When was it invented Section A（1a-2d） be used for sth. / doing sth. 意为“被用来做某事”，表示用途或目的，后接名词或动名词，相当于be used to do sth. be used for, be used by和be used as的区别是： be used for意为“用来做......”，后面跟名词、代词或者是v-ing形式，表示目的、用途，相当于be used to do sth。 be used by意为“被......使用者”，后面跟使用者。 be used as意为“被当做......使用”。
7.教学反思与改进
课时教学设计
课题 Unit 6 When was it invented Section A(3a－4c)
授课时间： 课型：语法阅读课 课时：2
教学目标 ①语言能力 重点单词 ruler, boil, smell, national, fridge, low, translate, lock, earthquake, biscuit, cookie, instrument, remain, trade, doubt, somebody, ring, bell, sudden, musical 重点短语 by accident, without doubt, all of a sudden, fall into, less than, not…until, take place, drop into 重点句式 1.How was tea invented？ 2.The tea trade from China to Western countries took place in the 19th century. 3.It is said that a Chinese ruler called Shen Nong was the first to discover tea as a drink. ②文化意识 Students can introduce the history of tea to others. ③思维品质 了解茶文化，认识到我国一些物品对世界的影响，学会在日常生活中使用被动语态，能够准确使用。 ④学习能力 学习被动语态在阅读中的使用方法，并对被动语态进行系统练习，能够掌握其用法，进行灵活运用。
2.教学重点难点 教学重点： 在阅读理解中练习被动语态。了解中国的茶文化。 教学难点： 阅读短文，获得相关的信息的能力。理解并运用所学的词汇及表达方式理解，被动语态的用法。
3.教学准备 PPT，多媒体
4.学习活动设计
环节一：情景导入
教师活动 T：Give three questions and lead in to new knowledge.? 1. Do you drink tea every day ? 2. Who invented tea in history ? 3. Do people in other countries drink tea in their daily life 学生活动 学生回答思考 …
活动意图：通过带着问题去学习短文，从而达到导入新课的目的，同时也可以使学生积极阅读短文，以了解更多的关于茶的知识。
环节二：完成教材3a~3c教学任务
教师活动 Pre-reading Tell Ss that the history of tea can be traced back to 5,000 years ago. Ask them if they know tea was invented by whom and how it was invented. Ask Ss to read the title of the passage. Give them thinking time and ask them to discuss in pairs: What’s the meaning of “An Accidental Invention” Can you think of an invention which was invented by accident (Tip: T can look up information on the internet and use the invention of Popsicle and chocolate cookie as examples.) While-reading 3a Ask Ss to read the passage quickly and match each paragraph with it main idea. Answers: paragraph 1 — How tea was invented by accident paragraph 2 — Lu Yu and his book Cha Jing paragraph 3 — How tea spread to other countries Optional Choice: Show PPT, ask Ss to read the first paragraph and complete the chart. (Who invented tea When was tea invented How was tea invented ) Ask Ss to read the second paragraph and answer the question: Why was Lu Yu called the “saint of tea” Answer: Because he knew a lot about tea and he wrote Cha Jing — the earliest book in Chinese history to introduce tea. (Tip: Ss are encouraged to give different answers for the same question.) Ask Ss to read the third paragraph and complete the time line. 6th and 7th centuries: tea was brought to Korea and Japan Around 1660: tea appeared in England 19th century: the tea trade from China to Western countries took place Ask Ss to answer the question: What are the influences of tea trade between China and the western countries It helped to spread the popularity of tea and the tea plant to more places around the world. While-reading 3b Ask Ss to read the passage again and answer the questions: 1.It was first drunk about 5000 years ago. 2.Some leaves from a tea plant fell into some boiling drinking water over an open fire. It produced a nice smell and tasted delicious. This is how tea was invented. 3.Lu Yu is called the saint of tea. 4.It describes how tea plants were grown and used to make tea. 5.It was brought to Korea and Japan during the 6th and 7th centuries and to England around 1660. Post-reading 3c Ask Ss to complete the sentences with the correct forms of the verbs in the box. Answers: 1.invented 2.drunk 3.produced 4.brought 5.traded 学生活动 快速看3a内容，理解阅读大意，并进行简单勾画、笔记，完成相应的练习。 大声朗读，并勾画答案，进行举手回答 仔细查看3b问题，快速勾画关键词，举手回答。完成3c.
活动意图：将听、说、读、写的任务结合起来，不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
环节三：完成教材Grammar~4c教学任务
教师活动 Show Ss sentences with active voice and passive voice, ask them to find out the differences between them. Use the sentences “Whitcomb Judson invented the zipper in 1893.” and “The zipper was invented by Whitcomb in 1893.”as an example, ask Ss to pay attention to the position change of each sentence component. Grammar Focus Ask Ss to read the sentences in the box and explain the usage of passive to them. 语态是动词的一种形式，用来说明句中主语和谓语动词的关系。如果主语是动作的执行者，则使用主动语态；如果主语是动作的承受者，则使用被动语态。 被动语态有“be动词 + 过去分词”构成，如果要特别强调动作或行为的执行者时，句子后面需接by ...，译为“被/由......”。其中be动词要根据人称、数和时态发生变化、be动词后面的过去分词不变。 被动语态的肯定句：主语 + be + 过去分词 + (by ...). 被动语态的否定句：主语 + be not + 过去分词 + (by ...). 被动语态的一般疑问句：Be + 主语 + 过去分词 +（by ... ） 被动语态的特殊疑问句：疑问词 + be + 主语 + 过去分词 +（by ... ） 4a Ask Ss to rewrite the sentences using the passive voice. Answers: 1. The fridge was sold at a low price. 2. My camera was stolen from my hotel room (by somebody). 3. Where were these photos taken 4. We were advised not to go out alone by our parents. 5. The book was translated into different languages by different writers. 4b Ask Ss to complete the sentences with the correct forms of the verbs in the box. Answers: 1. were invited 2. were brought 3. was locked; rang 4. were told; broke 5. were eaten; liked 4c Ask Ss to read the short passage and decide whether active or passive forms should be used in the sentences. Answers: was invented, was born, worked, learned, was invented, was said, is used 学生活动 1.学生记笔记，并理解记忆。 2.大声朗读Grammar Focus句子并完成4a、4b、4c。
活动意图：锻炼了学生的实际运用能力，巩固了所学知识，锻炼了学生的语言综合运用能力。环节四：小结训练( )1. The food ________________ delicious. I needn’t taste it. A. tastes B. smells C. looks D. eats ( ) 2. I will stay in Wuhan for _________________ . A. sometime B. sometimes C. some time D. some times 答案： 1.B 2.C?思考进行小题练习，朗读题目并阐述原因，进行总结。 活动意图：巩固练习，活学活用，加深理解记忆。
5.作业设计 1)抄写unit6单词一英一汉，完成本课时对应同步练习。 2)复习总结本课时笔记知识点，熟读重点句子，预习下课时内容。
6. 板书设计 Unit 6 When was it invented Section A(3a－4c) by accident “偶然; 意外地”, 相当于by chance It is said that ... “据说......”，that后接完整的句子,其中it是形式主语,that从句是真正的主语。
7.教学反思与改进
课时教学设计课题Unit 6 When was it invented Section B(1a－1e)授课时间：课型：听说课 课时：3教学目标 ①语言能力 重点单词 sour, customer 重点短语 thin enough, in the end 重点句式 1.The customer thought the potatoes were not thin enough. 2.The customer was happy in the end. ②文化意识 了解食物的一些相关知识。 . ③思维品质 一些发明已经改变了我们的生活，比如电话、汽车、电脑等。他们是有用的。但有些发明是偶然或错误地发明出来的。它们对我们也很有帮助。茶是偶然发明出来的。要全面的看待问题，积极的学习生活。 ④学习能力: Students can introduce how a kind of food was invented.2.教学重点难点 教学重点： Listen and speak with the target language. 教学难点： Learn more participle verbs to say the passive voice.3.教学准备 PPT，多媒体4.学习活动设计环节一：情景导入教师活动 Think-Pair-Share Step 1: Ask Ss to find their shoulder partners. Step 2: Give Ss thinking time and ask them to think about the questions: Do you eat snacks What snacks do you like to eat Step 3: Ask Ss to share their answers with their partners. Step 4: Ask S to describe the taste of the snack he / she likes. (T can show Ss some words and the sentence structure to describe tastes.)学生活动 和搭档练习，大声进行对话。活动意图：复习目标语言，加深话题理解。环节二：完成教材1a~1e的教学任务教师活动 Pre-listening Show Ss pictures on PPT P7 and ask: What kind of food can you see in these pictures (potato chips, lemon, ice-cream, salted eggs) 1a Ask Ss to describe the taste of the food in 1a. Answers: potato chips — crispy, salty lemons — sour ice-cream — sweet salted eggs — salty Ask Ss to name more food associated with sweet / crispy / salty / sour. (Tip: T can ask Ss to work in pairs or groups. Answers can be varied.) Suggested answers: sweet — sweet potato, mooncake, tang yuan (glutinous rice ball) , sweet zong zi, cupcake, chocolate crispy — spring roll, pancake, banana chips, cracker, pop corn, corn flakes salty — sausage, noodles, jiaozi (dumplings), wonton, pizza, Beijing Roast Duck sour — ketchup, pickle, yogurt, string of candied haws (tang hulu), passion fruit, vinegar 1b Ask Ss to write the name of a different food after each word. Answers can be varied. 1c Ask Ss to look at the picture and read the sentences in 1c. Ask them to think about: 1. What are the two boys in the picture talking about 2. Where does this story take place Ask Ss to close their eyes and just concentrate on the conversation they are about to hear. By shutting out any other stimulus or factors that may distract them, Ss should be able to listen and remember the facts better. When the recording ends, Ss can attempt the activity. (Tip: Get Ss check their answers with a partner.) Answers: 1. T 2. F 3. T 4. F 5. F 6. T 1d Ask Ss to fill in the blanks based on what they have heard when their eyes were closed and they were concentrating. Do they remember what they heard Or can they guess the answers based on what they know and the context around the blanks Once all Ss have attempted this activity, play the recording again and ask them to check their answers. (Tip: T can play the video before Ss complete the sentences if Ss are not strong enough.) Answers: were invented, 1853, thin, crispy, really salty Post-listening Optional Choice: After listening, T can ask Ss to answer some questions which may help Ss have a better understanding of the listening material. 1. How and when were potato chips invented 2. What was the name of the inventor What was his job 3. Why was it a mistake What did the cook do with the potatoes then 4. How can you make food crispy / salty 5. What can we learn from the story Do you want to be an inventor 1e Ask Ss to make a conversation about the invention of potato chips. For this conversation, get Ss to inject some exclamations into their speech instead of just using direct questions and answers. Have pairs of Ss experiment on how they can “jazz” up their conversations. Remind them of the role-play they did in Section A, activity 2d and how inflections, tones and feelings play a part.学生活动 完成1a 完成1b,并朗读 完成1c,并朗读 完成1d,并朗读 进行订正，总结 进行对话练习。活动意图：听的训练和写的训练结合，能促使学生在听的过程中注意力更集中，同时对所学知识点有及时巩固之效。环节四：小结训练1.对不起，我刚才错拿了你的字典。 Sorry, I took your dictionary _______________ just now. 2.薯条被炸了很久。 The potato chips ______________ for a long time. 3.它们不够咸。 They were not _____________________. 4.你知道薯条的历史吗？ Do you know ______________________ potato chips 答案： 1.by mistake 2.were cooked 3.salty enough 4.the history of (B)1.He is ______ to go to school. A.enough old B.old enough C.young enough (A)2. ________ I got there. A.In the end B.Last C.Finally思考进行小题练习，朗读题目并阐述原因，进行总结。 活动意图：巩固练习，活学活用，趁热打铁，加深理解记忆。5.作业设计 1)抄写unit6单词一英一汉，完成本课时对应同步练习。 2)复习总结本课时笔记知识点，熟读预习下课时内容。6. 板书设计 Unit 6 When was it invented Section B （1a-1e） enough 作副词时，意为“足够的；充分地”，用来修饰形容词或副词，一般置于被修饰词之后。它还可用作形容词，意为“足够的；充分的”，在句中作定语修饰名词。 in the end 用一个单词表达可以是finally；用一个词组表达可以用at last。
7.教学反思与改进
课时教学设计
课题 Unit 6 When was it invented Section B(2a－2e)
授课时间： 课型：阅读课 课时：4
1.教学目标 ①语言能力 重点单词 Canadian, divide, basket, hero, the Olympics 重点短语 be enjoyed by, divide…into, at the same time, stop…from doing, look up to, change…into… 重点句式 1.Basketball is a much?loved and active sport that is enjoyed by many for fun and exercise. 2.Many young people look up to these basketball heroes and want to become like them. ②文化意识 了解篮球运动的起源和发展，热爱运动，善于创新。 ③思维品质 培养坚强的意志，通过各种方式克服学习过程中遇到的困难，并找到适合自己的学习方法，善于从既有经历总结经验，学会团结互助，重视团队的作用。 ④学习能力: 学生们可以谈论一项运动的发展，学会获取文章大意，快速理解阅读内容，提高读写能力。
2.教学重点难点 教学重点 Understand the general idea of the article, and you can get key information. 教学难点 Learning more passive voice sentences and past participles in the reading practice.
3.教学准备 PPT，多媒体
4.学习活动设计
环节一：情景导入
教师活动 Think-Pair-Share Step 1: Show Ss the questions: What sport do you like What do you know about this sport Step 2: Give Ss thinking time to think about the questions. Step 3: Ask Ss to pair up and share their answers. (Tip: T can give some clues to Ss using the thinking map. Ss are encouraged to talk more about what they know about the sports they like.) 学生活动： Ss:basketball....,I know it...
活动意图：把学生引入学习最佳状态，当学生听到老师询问运动会更有参与感，一定是迫不及待地想展示自己喜欢的运动，以及表达自己对这个运动的了解。
环节二：完成教材2a~2e的教学任务
教师活动 Pre-reading Show Ss two pictures of the famous basketball players. (Tracy McGrady, Yao Ming, Kobe Bryant) Ask them to tell who they are and which sport these two pictures can remind them of. 2a T shows Ss the KLW chart and explains the meaning that each letter represents for. (T represents “What have you known about basketball ” W represents “What do you want to know about basketball ” L represents “What did you learn about basketball in this lesson ”) Ask Ss to think about the questions in 2a and fill in “K” and “W” in the chart. Ask Ss to find a partner, share their ideas with their partners. (Answers can be varied.) While-reading Ask Ss to read the passage quickly and underline the words: much-loved, competing team, NBA, CBA. Ask Ss to guess the meaning of each word using the clues from the context. (Tip: T can ask Ss to write down their answers first and then discuss in a group of four. T can ask each group to choose a best answer and share their answers to the class. Encourage Ss to explain how they guess the meaning from the context if possible.) 2b Ask Ss to read the passage quickly and find out the main idea of each paragraph. (Tip: Reading quickly is like skimming a passage. Skimming skills can only improve with practice. The T may wish to give Ss a short time frame to look at the passage. The more time Ss are given, the more likely they will read the passage rather than skim the passage.) 2c Encourage Ss to complete the mind map without looking at the passage. (Tip: T can ask Ss to check each other’s answers with their partners. Or T can ask Ss to look at the passage and do a self check.) Answers: Game: floor, two, the ball, basket Development: Dr. James Naismith, December 21, 891, Berlin, 1936, NBA, CBA Popularity: more than 100 million, 200 2d Ask Ss to use the mind map to summarize what they remember about the development of basketball. (Tip: Using the questions in the textbook, ask each S in a pair to come up with one sentence that would summarize a key point in the passage. Each sentence should be answer to the question posed. Tell Ss that they will have to answer in such a way that when they put all the answers together without the questions, it should flow properly and make sense to someone who has not read the passage.) Answers: 1.Dr. Naismith invented basketball. There are two teams and players on the same team must work together to get the ball into the other team’s basket. 2.The first basketball game in history was played on December 21, 1891. 3.The Berlin Olympics was important because basketball became an Olympic event then. 4.The professional basketball groups are the NBA in America and the CBA in China. Basketball is played by more than 100 million people in over 200 countries. 学生活动 Ss1：Yao Ming... Ss2：Kobe Bryant... Ss1:paragraph 1 — Introduction to basketball Ss2:paragraph 2 — How basketball was invented Ss3:paragraph 3 — The popularity of basketball today ......
活动意图：带着问题阅读短文锻炼了学生思考、解决问题的能力，让学生在完成练习的过程中加深对篮球发展的认识。
环节三：完成教材2e教学任务
Post-reading 2e In pairs, get Ss to think about the pros and cons of being a famous basketball player. (Tip: Challenge Ss to come up with at least five of each and share these with another pair.) Show Ss the KWL chart which they saw at the beginning of the class again. Ask them to finish the “L” and share with their partners. 学生活动 学生分组合作，讨论记录
活动意图：完成练习，能促使学生在阅读过程中注意力更集中，也练习了所学知识点。
环节四：小结训练
1.The boy is trying to __________________(实现)his dream.? 2.The players _________________(divide) into 3 groups yesterday. 3.Some people ________________(仰慕)the great and famous persons. 答案：1.achieve 2.were divided 3.look up to? 思考进行小题练习，朗读题目并阐述原因，进行总结
活动意图：巩固练习，活学活用，趁热打铁，加深理解记忆。
5.作业设计 1)抄写unit6单词一英一汉，完成本课时对应同步练习。 2)复习总结本课时笔记知识点，熟读课文，预习下课时内容。
6. 板书设计 Unit 6 When was it invented Section B（2a-2e） 1.active active作形容词，意为“活泼的；积极的”，可作表语和定语。常用短语：take an active part in意为“积极参加”。active的名词形式是activity，意为“活动” 2.look up to look up to意为“抬头看（某人或某物）； 尊重(敬仰)”。
7.教学反思与改进
课时教学设计
课题 Unit 6 When was it invented Section B （3a-Self check）
授课时间： 课型：写作课 课时：5
1.教学目标 ①语言能力 重点单词 nearly 重点短语 come up with, lead to 重点句式 Some people doubted whether the inventor came up with the idea himself or herself. ②文化意识 通过学习发明这一话题，了解到他们对我们生活的改变，让学生崇尚科学，爱上科学，并努力让自己充满创造力。 ③思维品质 能够在老师的帮助下，通过学习，多层次、多角度、多元化发挥自己的想象力，想象发明物。在写作中，注意到语篇的整体性、结构性、逻辑性：通过写作前的“分类词库”训练，提升思维的广阔性；通过写作练习，提升思维的批判性和创新性。 ④学习能力: 学生们可以运用目标语言为他们的发明写一些描述。
2.教学重点难点 教学重点 用学到的文字和结构来写我们自己的城市或城镇的特殊事物。 教学难点 运用一般现在时态的被动语态写作文。
3.教学准备 PPT，多媒体
4.学习活动设计
环节一：新课导入
教师活动 Say inventions are everywhere in our life.They change our life.Ask the students if they want to invent something to make our life easier. 学生活动： 3a学生想一些其不喜欢做的事情，想出一些能帮到自己的发明，记录要点。
活动意图：导入话题，激发学生学习兴趣，引发学生思考主题，练习表达能力。
环节二：完成教材3a~3b的教学任务
教师活动 Pre-writing 3a Ask Ss to think of something that they don’t like to do. Then think of an invention that could help. While-writing 3b Suppose Ss are businessmen, ask them to write descriptions for their inventions. Post-writings Divide Ss into several groups, ask Ss to read their passages in the group one by one. Ask each group to vote for the best passage, then invite the S who wrote the “best passage” to read his/her passage for the class. 学生活动 Ss to share their writings and make the assessments.
活动意图：完成对本单元的语言综合运用，让学生善于表达自己，调动学生积极性。
环节三：完成self check 的教学任务
教师活动 Exercise 1 Ask Ss to complete the passage with correct forms of the words in the box. Exercise 2 Ask Ss to rewrite the sentences using the passive voice. Answers: 1.My watch was stolen (by someone). 2.Five eggs were used (by them) to make this big cake. 3.When was the personal computer invented 4.We were asked not to run in the hallway. 5.The video was taken back to the store (by someone). Exercise 3 Ask Ss to find out more information about an invention they would like to know. (T can ask Ss to look up for information about the invention they want to know at home and share with other in next class.) 学生活动 根据老师引导，完成self check 1-3，举手做答记笔记，进行总结归纳。 Ss:invent, all of a sudden, doubt, websites, mention ...
活动意图：通过Self Check对本单元进行小结，并通过练习加以巩固，再次巩固本单元语言的综合运用。
环节四：小结训练
1.Six computers were returned （return) to the shop yesterday. 2.He asked me,“ Where is the teacher ”（改为间接引语） He asked me where the teacher was. (B)1.He asked me where you_______ . A.have been B.had been C.go (B)2.At last I _______ the answer to the question. A.caught up with B.came up with C.kept up with (A)3.—I wondered _______ the next day. —I think he _______ . A.how he would go there;will go there by bus B.how he will go there;will go there by bus C.how will go there;will go there by bus 思考进行小题练习，朗读题目并阐述原因，进行总结
活动意图：巩固练习，活学活用，趁热打铁，加深理解记忆。
5.作业设计 1)抄写unit6单词一英一汉，完成同步练习。 2)复习总结本单元笔记知识点，熟读课文，用3b方框中所给的句型、短语提示写出一个作文介绍新产品。
6. 板书设计 Unit 6 When was it invented Section B （3a-Self check） 主从复合句：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）。 come up with 想出，注意类似词组： catch up with赶上。 keep up with 紧跟。
7.教学反思与改进
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