2023秋九上英语Unit 6 When was it invented?教案共5课时【2023秋高效实用备课】

中小学教育资源及组卷应用平台
2023秋九上英语Unit6教案共5课时
【2023秋高效实用备课】
Unit 6 When was it invented
本单元主题属于“人与社会”范畴，涉及“科学技术与工程，人类发明与创新”。通过学习，了解一些重要发明的历史，教学一般过去时的被动语态。
Section A介绍了我们日常生活中的一些常见物品的发明历史，包括谈论它们被发明的时间、发明人、作用和发展等；从语言结构上，学习被动语态的过去时，单元主题图由四副小图组成，呈现的是现代生活中的常见用品：电视、电话、电脑和小汽车。从运用I think it was invented before/after…讨论图片中物品发明的先后顺序开始，到听说训练本单元的重点语言结构：When was it invented？It was invented in…，Who was it invented by？It was invented by…，What was/is it used for？It was/is used for…不断深入学习，再进入阅读训练，训练学生的阅读技巧，学习拓展词汇和语言结构。Section A的重点是培养学生运用被动语态的意识，掌握更多的动词过去分词形式。
Section B依然围绕发明创造这个话题，要求学生继续学习巩固相关的内容和语言知识。在语言技能上，对听说读写的专项训练和综合训练在本部分里都有体现。在语言策略上，提出让学生学习使用思维导图，以加深对文章的理解和对知识的记忆。在听力训练过程中，需要学生运用信息综合判断等，训练捕捉信息、处理信息的能力。在阅读训练中，需要学生学习和掌握如何利用思维导图帮助理清、记忆阅读语篇中的相关信息，把获取的信息转换成图形来帮助记忆。积极运用阅读策略有助于学生更好地掌握文章要点和细节等信息，降低语篇的学习难度，也有助于培养学生主动学习的习惯。
1．理解、掌握和运用与发明和发明史相关的生词和短语，理解掌握和运用一般过去时被动语态的结构。
2．能够运用被动语态描述发明及发明史。通过对发明和发明史的学习使学生产生热爱发明的感情。
3．通过了解中美发明及发明史，更好地理解人类发明文化中的瑰宝。
4．通过对比分析，掌握一般现在时和一般过去时被动语态，用思维导图的方式进行阅读，提高阅读理解的有效性。
1．重点：理解、掌握和运用与发明和发明史相关的生词和短语，理解掌握和运用一般过去时被动语态的结构。
2．难点：通过对比分析，掌握一般现在时和一般过去时被动语态，用思维导图的方式进行阅读，提高阅读理解的有效性。
Unit 6 When was it invented
导入一　图片导入
使用PPT展示电话、汽车、电脑、电视等不同的物品，让学生猜测每个物品分别是什么时候被发明的，然后导入新课。师生谈论不同物品的对话形式如下：
T：What is this in English
Ss：It is a/an…
T：When was the…invented
Ss：It was invented in…
导入二　视频导入
利用PPT展示NBA比赛现场的视频小片段，让学生进行表述，然后导入新课。
The teacher asks the following questions and gets the students to answer.
1．Do you know NBA
2．Can you play basketball
3．Can you describe how to play basketball in English
4．Do you know the development of basketball
导入三　对话导入
T：Can you tell me some great inventions that are important in our daily life
Ss：Yes.The mobile phone，the computer，the air－conditioner，the fridge，the light and so on.
T：Yes.The inventions have changed our life.
…
1．听说课
(1)Pair work(两两对话，谈论某物被发明的时间)
A：When was the…invented
B：I think it was invented in…(注意要求学生使用完整的句子来进行回答)
(2)Role－play(分角色表演，帮助学生整体理解对话，引导学生学习对话中值得学习的语言现象，并收集整理)
Step 1　向学生展示实物拉链或图片，同时教授单词zipper，帮助学生整体理解对话。
Step 2　让学生单独阅读对话并回答下列问题。
Who invented the zipper
When was the zipper invented
When was it used widely
Step 3　老师提示学生对话中值得关注的语言点。如：
think of，such，daily lives，be used in，have a point，be invented by，at that time
Step 4　教师要求学生带有情感地朗读对话并进行练习。请部分学生展示、表演对话，教师注意对其语音、语调及情感进行点评。
2．阅读课
(1)Group work
把班上学生分成几个小组，讨论以下问题并进行小组比赛，看哪一
组完成得又快又好！
Who invented basketball and how is it played
When was the first basketball game in history played
Why were the Berlin Olympics important for basketball
What are the professional basketball groups in America and China
How popular is basketball
(2)Discussion
①教师展示著名篮球明星的照片，向学生提问：Look at the pictures.Do you know them What are they famous for？还可以加上一两张擅长打篮球的学生的照片来更好地引起学生的兴趣。
②教师提问：
Do you like basketball
Do you watch basketball games
How much do you know about this sport
③学生结对讨论。
④检查学生的讨论情况。以篮球为中心，根据学生的讨论结果画一个简单的思维导图。同时，呈现阅读语篇中的重要词汇。
(3)复述
利用思维导图，帮助学生用自己的话复述课文。
Unit 6 When was it invented
Period Ⅰ　Section A(1a～2d)
1．学习与发明相关的生词和短语。
2．学习一般过去时的被动语态。
1．能谈论物品被发明的时间、发明者，表达某发明的用途。
2．了解一些近现代发明的时间及用途，激发自己热爱发明的情感。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。
1．重点：
(1)掌握本课时的单词、词组和句型，学习运用一般过去时态的被动语态。
(2)学会询问发明时间及用途的基本句型：
2．难点：运用一般过去时态的被动语态来讨论发明的发明时间及用途。
Step 1　Lead－in
T：Good morning/afternoon，boys and girls.This week we will begin a new unit about inventions.You can see inventions all around us，from TV to car，from food to clothing.We should say nobody can live without them.Don't you think so Can you imagine what will happen without inventions
Ss：That's impossible.
T：Yes，we live in a world of inventions.These inventions make our life easier and more comfortable.In this unit，we will learn some inventions and their history.First，let's get to know some new words.
【设计意图】列举生活中关于衣食住行的发明创造，导入新课。
Step 2　Presentation(1a)
Look at the four things in 1a.In what order do you think they were invented Get the students to discuss them with their group.Then number them：1－4.
【设计意图】通过小组合作讨论，让学生自由谈论上述物品被发明的时间、发明者等，提高学生的课堂参与度。
Step 3　 Listening(1b)
Listen to the recording.
The first time：Students listen and finish 1b.
The second time：Listen again and complete the conversation.
Alice：Was your life very ________ when you were a kid
Grandma：Oh，________．Why
Alice：Well，you didn't have modern inventions like a ________ ，right
Grandma：Of course we did! How old do you think I am The telephone ________ in ________．You need to take a class，Alice!
Alice：Haha! How about ________？ They ________ yet，were they
Grandma：Yes，they were.Cars ________ in ________．My family had a car.
Alice：Well，did you ________？
Grandma：No，we couldn't ________ one.They were ________ in those days.The TV ________ around ________，I think.
Alice：Well，I know that you didn't have a(n) ________ ，because we learned in school that personal computers ________ in ________．
Grandma：You're right.But I have one now!
【答案】　difficult，not really，telephone，was invented，1876，history，cars，weren't invented，were invented，1885，have a TV，afford，expensive，was invented，1927，computer，were invented，1971
【设计意图】通过再次播放录音并完成对话，使学生进一步掌握听力内容，同时也提高了学生提取信息的能力。
Step 4　Pair work(1c)
1．Students try to remember the invention and the year.
2．Student B，cover the dates.Student A，ask Student B when the things in the picture in 1b were invented.Then change roles and practice again.
3．Let some pairs ask and answer in pairs.e.g.
A：When was the telephone invented
B：I think it was invented in 1876.
【设计意图】在情境中操练一般过去时的被动语态。
Step 5　Listening(2a～2b)
Learn new words and phrases：shoes with special heels，scoop，electricity.
2a：
(1)Play the tape.
(2)The first time，students only listen.
(3)The second time，students listen and number 1－3 in the order they hear them.
(4)The third time，check the answers in group of four.
2b：
(1)Tell the differences between present tense，past tense and passive voice of past tense.
(2)Make students understand the meaning of questions in 2b.Play the tape，students listen and answer the questions.Check the answers in group of four.
【设计意图】通过语法总结，突破难点。学生听录音，为下一步表演对话奠定基础。
Step 6　Pair work(2c)
Read the conversation in pairs.Then ask some pairs to present to the class like this.
S1：What are the shoes with lights used for
S2：They're used for seeing in the dark.
…
【设计意图】通过对话操练，学生可以更好地理解一般过去时的被动语态。
Step 7　Role－play(2d)
1．Read the conversations and let students read after the teacher.
2．Explain some new words and main points in the conversation.
3．Ask students to role－play the conversation in groups.
【设计意图】角色扮演对话，学生能更好地体验到一般过去时的被动语态的用法。
Step 8　Homework
1．Remember the words and phrases in this lesson.
2．Recite the conversation in 2d.
Unit 6　When was it invented Period Ⅰ　Section A(1a～2d) I think the TV was invented before the car. I think the TV was invented after the car. When was the telephone invented What is it/are they used for
Unit 6 When was it invented
PeriodⅡ　Section A(3a～4c)
1．复习已学过的发明及发明史的词汇。
2．学习用一般过去时的被动语态描述发明及发明史。
3．总结一般过去时被动语态的用法。
1．通过阅读提高学生们的阅读能力。
2．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。
1．重点：复习已学过的发明及发明史的词汇。
2．难点：学习用一般过去时的被动语态描述发明和发明史以及一般过去时的被动语态的用法。
Step 1　Lead-in
T：In this class we will talk about another great invention—tea.Do you like drinking tea
Ss：Yes.
T：Can you guess how tea was invented
S1：I guess it was invented by …
S2：I think it was invented by…
T：Now please read the passage about tea to check your answers.
【设计意图】师生通过所学句型和短语进行问答，导入本节课谈论的话题——茶。
Step 2　Reading(3a～3c)
●Before reading
Ask students to predict what they will read in this passage with the help of the title and the picture.Make sure not to read the words in the passage.Show some questions to let the students to answer.
●While reading
1．Let students scan the passage and match each paragraph with its main idea.Then check the answers together.
2．Read the passage again.Find the incomprehensible knowledge and discuss in groups.
3．Read the passage again and make students understand the meaning of questions in 3b.Finish it and check the answers.
4．Read aloud after the tape.
●After reading
1．Make students understand the meaning of sentences in 3c.Finish it and check the answers.
2．Retell the story according to the mind map.
【设计意图】学生在老师的帮助下完成对文本的学习，逐步养成良好的阅读习惯，并通过复述，提高语言表达能力，更好地了解茶的发明史。
Step 3　Grammar Focus～4c
1．Read aloud the sentences in the grammar frame until fluently.
2．Find out the passive structure with students.
观察探究：一般过去时的被动语态
【观察】
All people laughed at him.
He was laughed at by all people.　　He cut down a tree.
A tree was cut down by him.
【探究】
(1)一般过去时的被动语态表示主语是过去某个动作的承受者，谓语动词由“was/were＋动词的过去分词”构成。
(2)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(“by＋人称代词”短语可以省略)。
3．Write the structure of active voice on the blackboard.Get the students to compare it with passive voice.Ask the students about the changes of the subject，the verb forms and the meanings.Practice some sentences by turning the active voice into the passive voice.
4．Finish the task in 4a and check the answers.
5．Finish the task in 4b and check the answers.
6．Finish the task in 4c and check the answers.
【设计意图】通过学生的观察探究，培养他们的观察和总结能力，更进一步掌握一般过去式的被动语态的用法。
Step 4　Homework
1．Remember the words and phrases in this lesson.
2．Write a short passage about an invention you know.
Unit 6　When was it invented PeriodⅡ　Section A(3a～4c) An accidental invention tea，the most popular drink，the brown water，national drink，one of the world's favorite drinks drink，taste，plant，trade，invent－invention，popular－popularity. Active voice：S＋V＋O＋… Passive voice：O＋be＋past participle＋by＋S
Unit 6 When was it invented
Period Ⅲ　Section B(1a～1e)
1．复习已学过的关于食物的词汇，并学习关于食物和描写食物的新词。
2．通过阅读学会用一般过去时的被动语态对更广泛的发明进行描述。
1．能够通过听说学习与食物有关的词汇。
2．了解世界上一些对人类有着重大意义的发明的相关信息，开阔学生的眼界，养成勤于思考，善于发现的好习惯，培养学生的创造精神。
1．重点：掌握重点单词及短语。
2．难点：学会用一般过去时的被动语态对更广泛的发明进行描述。
Step 1　Lead-in
Free talk
1．Show some pictures about food and ask：How does the food taste Do you like it/ them
2．Please list some food with different kinds of taste.
【设计意图】通过图片的导入，引导学生说出味道相关的词汇，导入新单词。
Step 2　Work on 1a
1．Tell students that the words in the box describe how food can taste.Write them under the correct pictures.Some pictures have more than one word.
2．Students work with their partners and try to write some proper words under the pictures.
3．Let some students read their answers.Try to remember the new words.
【设计意图】通过教材呈现常见的四种食物，学生可以充分讨论，激发学生的学习兴趣。
Step 3　Work on 1b
1．Let some students read the adjective words in the box.Make sure they all know the meaning of each word.
2．Students discuss with their partners.Try to write the name of a different food after each word.
3．Ask students to talk about the food with their partners like this：
—What food is sour
—I think pineapples are sour.What food is crispy
【设计意图】通过对话练习，学生更好地掌握本课时的新词。
Step 4　Listening(1c～1d)
1c：
(1)Tell students the conversation is about how the potato chips were invented.The story is very interesting.
(2)First，let one student read the sentences in 1c.Make sure they know the meaning of each sentence.
①Potato chips were invented by mistake.
②They were invented in 1863.
③The customer thought the potatoes were not thin enough.
④The customer said they were not salty enough.
⑤George wanted to make the customer happy.
⑥The custom was happy in the end.
(3)Play the recording for the students.Listen for the first time.Play the recording again and judge T or F．Check the answers.
(4)Listen and answer the questions.
①Who invented potato chips
②When were they invented
③What did the custom order at the restaurant
④What did the custom think of the potato chips George cooked at first
⑤How did George cook the potatoes then
1d：
(1)Let students read the article in 1d first.Tell students to listen again and fill in the blanks with the right words.
(2)Play the recording again for the students to listen and write the words.
The History of Potato Chips
Do you know how potato chips were invented Potato chips ________ by a cook called George Crum.They were invented in .
George Crum cut the potatoes really，really and then cooked them for a long time until they were .Finally he put lots of salt on them so they were .
Then check the answers.
【答案】　was invented，1853，thin，crispy，salty
【设计意图】通过听说练习，提高学生捕捉信息以及阅读并理解材料的能力。
Step 5　Pair work(1e)
1．Work in pairs.Make a conversation about the invention of potato chips.Use the information in 1c and 1d.
2．Ask some pairs to act out their conversation in front of the class.
【设计意图】通过合作练习对话，提高学生的语言表达能力，学生也能更清晰地了解薯片的发展史。
Step 6　Homework
1．Remember the words and phrases in this lesson.
2．Write a conversation to talk about something else.
Unit 6　When was it invented Period Ⅲ　Section B(1a～1e) How ware potato chips invented by mistake，by accident sweet： crispy： salty： sour：
Unit 6 When was it invented
Period Ⅳ　Section B(2a～2e)
1．掌握并运用阅读短文2b中的重点词汇和语言结构。
2．学会用一般过去时的被动语态对更广泛的发明进行描述。
1．通过对短文的阅读和复述，能清楚了解篮球的发明史。
2．展开想象的翅膀，谈谈自己的创造发明，培养未来发明家。
1．重点：单词，短语和句型。
2．难点：运用被动语态谈论重要发明的时间、发明者和用途。
Step 1　Lead-in
Let the students talk about some sports in their free time.
1．What are the sports that are usually played indoors
2．What are the sports that are played outdoors
Use pictures to learn some new words.
【设计意图】通过问题导入本节课的话题——运动，并学习新单词。
Step 2　Discussion(2a)
Show some pictures of playing basketball.Tell students to discuss the following questions with their partner and share their ideas with the class.
1．Do you like basketball
2．Do you watch basketball games
3．How much do you know about this sport
4．Where can we see people playing basketball
5．Why do many people love playing basketball
【设计意图】读前活动旨在为阅读铺垫，激活学生对阅读话题或者内容的相关知识。
Step 3　Reading(2b～2d)
●Before reading
Ask students to skip the passage and find out the answer.
The general idea of the passage is about ________．
A．the man who invented basketball
B．the development and popularity of basketball
C．the rules to play basketball
【答案】　B
【设计意图】通过指导学生捕捉视觉信息中有助于阅读预测的“线索”，如：利用标题等来提供必要的背景，预测课文的内容，传授阅读预测的方法和技巧，培养学生的预测能力。
●While reading
1.Let students scan the passage and check their answers.
2.Get the students to complete the mind map in 2c with the information in the passage.
3．Have the students read the passage again and find out the answers to the following questions in 2d.
(1)Who invented basketball and how is it played
(2)When was the first basketball game in history played
(3)Why were the Berlin Olympics important for basketball
(4)What are the professional basketball groups in America and China
(5)How popular is basketball
【设计意图】让学生阅读文本，按照2c要求完成思维导图，学生可以更直观地体验思维导图对于理解文章的作用。
●After reading
1．Read the text again and then finish the following mind map.
1．exercise　2.200__countries　3.two__teams　4.their__own__basket
5．James__Naismith　6.December__21st　7.Berlin
2．Retell the story using his/her words according to the map.
【设计意图】让学生根据思维导图，复述文章，提高学生的记忆能力。
Step 4　Work on 2e
1．Ask students what they think of famous basketball players.Make a list of good and difficult things about being a basketball player.
2．Students work in groups.Discuss them with their partners and make a list.
3．Let some groups read their lists.
【设计意图】让学生通过讨论、展示，培养学生的合作意识和分享意识。
Step 5　Homework
1．Remember the words and phrases in this lesson.
2．Read aloud the passage enough times until we can tell the history，development and popularity about basketball.
Unit 6　When was it invented Period Ⅳ　Section B(2a～2e) mind－mapping popularity，game，development， stop the wind from blowing away the clothes， not only…but also… The good things： The difficult things：
Unit 6 When was it invented
Period Ⅴ　Section B(3a～Self Check)
1．根据所给提示及前期的语言积累，完成3a和3b写作训练。
2．教学生如何运用本单元所学完成写作。
3．完成Self Check部分的练习，熟练运用本单元重点词汇及句型。
1．复习一般过去时的被动语态的用法。
2．了解世界上一些对人类有着重大意义的发明的相关信息，开阔学生的眼界，养成勤于思考，善于发现的好习惯，培养学生的创造精神。
1．重点：掌握本单元所学的词汇、句型及语法知识，并能进行综合运用。
2．难点：用英语简要介绍某一发明。
Step 1　Lead－in
1．Greeting
2．Ask three students to retell the text.One about the history，another about the popularity and the other about the development of basketball.
3．Read aloud the article in 2b.
【设计意图】让学生有意识地用思维导图复习上一节课的文章，清楚文章结构，为后面的写作做铺垫。
Step 2　Work on 3a
1．Ask students what things they don't like to do.
2．Students discussing the problems and try to make their own notes.
3．Let some students read their notes to the class.
【设计意图】3a是写前铺垫，通过填便签进行写作思路及内容上的准备，旨在激发学生的兴趣，并提供写作素材。
Step 3　Guidance on writing methods
【典型例题】
假如你就读于一所国际学校，你酷爱发明，在你们学校的科技周活动中你想向同学们“推销”你的一项新发明。请根据提示准备一篇英语发言稿。
提示：
1．What's it and when was it invented
2．What's it used for
3．What's it like
4．How does it work
5．How much is it
◆◆思路点拨
◆◆连句成篇
May I have your attention，please？I'd like to introduce my new invention to you.
It is an alarm on your glasses.It was invented three months ago.It is used for finding your glasses in your home or at school.The__alarm__is__controlled__by__a__remote__control(遥控)__with__a__button__on__it.First，press the button，and the alarm will make a sound.Then，follow the sound to look for your glasses.You must want to know how much it is.It's 20 yuan.It's cheap and good.You can afford one.
Don't__you__hate__it__when__you__can't__find__your__glasses？If so，please come to me and buy one.
【设计意图】通过一篇典型例题的讲解，用思维导图的形式，让学生了解如何谋篇构局来完成一篇写作。
Step 4　Writing(3b)
1．Let students read the instructions .
2．Ask the students to complete the description in 3b individually.
【设计意图】通过提供语言提示引导学生整理信息，帮助学生独立完成写作任务。
3．Choose some students' descriptions，let the whole class read it together and correct the mistakes.
【设计意图】在学生的谋篇布局写作中发观存在的问题，并及时给予针对性的指导。
Step 5　Self Check
Work on 1
1．Read the words in the box and make sure they know the meaning of each word.
2．Read the passage and try to fill in the blanks with the proper word.
3．Read the passage again.Check if the forms of the words are correct.
4．Let some students read their answers.Correct the mistakes.
【设计意图】通过阅读文章，根据句意把被选的单词作相应地变形，提高学生的词汇运用能力。
Work on 2
1．Tell students to rewrite the sentences using the passive voice.
2．方法指导：
复习一般过去时态的被动语态的句子结构。
复习将主动语态句子变为被动语态句子的过程。
3．Students work by themselves and try to rewrite the sentences.
4．Check the answers with the class.
【设计意图】通过句子的操练，让学生更好的区分一般过去时和一般过去时的被动语态的用法区别。
Work on 3
Find out information about an invention you would like to know more about and write sentences below.
Invention：________
When：________
Who：________
Purpose：________
【设计意图】通过让学生填写自己感兴趣的发明，提高了学生利用课外资源搜查整理信息的能力。
Step 6　Homework
1．Review the unit and read the contents in the whole unit.
2．Write about one invention they want.
Unit 6　When was it invented Period Ⅴ　Section B(3a～Self check) a special car/key/bag/bowl/broom/… be made of…；be used for…；where be made of…；be used for…；where and when can be used It was invented by…It looks like…
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