英语 九年级全册
Unit 6 When was it invented Period 4 Content Section B 1a, 1b, 1c, 1d, 1e
教学目标要求1．能够运用形容词描述物品的味道，如：sweet, crispy, salty, sour等。2．能够听懂薯片的发明史，如：Potato chips were invented by mistake.3．能够听懂并记录被动语态的句型。4．能认读并能工整书写所学单词，如：sweet, crispy, salty, sour等。5．能模仿录音正确朗读和表演教材上的对话，并能模仿目标语的结构和语调进行初步表达(会话)。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间3 m 1 复习所学目标语。Look at the pictures. Talk about the inventions using the passive voice according to the pictures and promoting words.
2 组织Pair work复习活动。OK. Let’s do pair work: Talk about more about the inventions.学生双人活动，教师抽查几对学生。
导入时间1 m 3 引入单元标题。教师板书或课件显示：Unit 6 When was it invented Period 4导入谈论食品和视频味道的新课话题。First the teacher asks the students what kind of fruit, food or drink they like the best. 接着叫学生表达以上食物的味道，引出新单词——sweet, crispy, salty, sour, delicious, hot, awful, nice
1a时间7 m 4 活动前，观察图片。What can you see in the pictures
5 学习目标词汇，进行巩固练习。The words in the box describe how food can taste.Write them under the correct pictures. Some pictures have more than one word.
1b时间5 m 6 本活动的检查评价。学生交流自己的方式。(要求用完整的句子来回答，并用到所学的形容词：I think bananas are sweet.)
1c时间6m 7 听前活动， 明确对话主题。First, Let students describe how potato chips taste and describe how helpful the potato chips.Then ask: When and where were potato chips invented Who were potato chips invented by How were potato chips invented (Let students guess according to the following key words.)
8 听力实践，整体把握听力信息。教师播放录音。
1d时间7 m 9 本活动的检查评价，转入下一活动。 教师要求学生听前读一下文本内容。
10 听力活动，从对话中获取信息，记录目标语言。Listen again. Complete the sentences.核对答案。
11 进一步体验对话内容；跟读对话中的句子。Listen and repeat.(课件领读，学生模仿朗读会话)
1e时间6 m 12 对话练习，进一步强化目标语言。Make a conversation about the invention of potato chips. Use the information in 1c and 1d.
小结时间4 m 13 本活动的检查评价；归纳反馈强化本节课学习目标。1．抽查两对学生的会话表演。2．Try to recite the history of potato chips according to the passage.3. What have you learned from this lesson 鼓励学生先自己总结，教师最后归纳。
作业1 m 14 Homework(布置作业)英语 九年级全册
Unit 6 When was it invented Period 5 Content Section B 2a, 2b, 2c, 2d, 2e
教学目标要求1．能够掌握2b文章大意，理解文章内容，练习被动语态。2．能够根据上下文的语境猜测生词的意思。3．能够根据插图和题目预测文章内容。4．能运用mind-mapping阅读策略理解文章内容。5．能够正确使用所学单词，如：rank, activity, indoors, create, wooden, knock, into, divide等。6．能模仿录音正确朗读2b文章。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间2 m 1 复习已学目标语。和学生进行自由会话：Talk about the history of potato chips. 学生给出很多种不同的回答。
导入时间3 m 2 引入单元标题，导入新课话题。教师板书或课件显示：Unit 6 When was it invented Period 1What sports can you see in the video (学生答案不一)Which do you like best Why
3 导入课文题目What sport is popular in China/America/ Brazil/Britain Why is it so popular
2a时间5m 4 读前热身，激活学生大脑中的课外活动形式。Do you like basketball Do you watch basketball games How much do you know about this sport Discuss the sport with your partner and share your ideas with the class.(学生答案不一)
2b时间10 m 5 读图和题目预测课文内容1．Look at the picture:Where are they What are they doing Answer the questions. 2．Read the title:After reading the picture and the title, what do you think the passage is about
6 略读，找出相关信息。Skim the passage and answer:What is the main idea of each paragraph
7 寻读课文，理解词汇、语法、长句和难句。每一段限时一分钟或两分钟略读(skimming)。
2c时间6 m 8 细读课文，根据上下文猜测词义。Complete the mind map with the information in the passage.What else can you add to the mind map (随机教授这些生词)教授mind-mapping的阅读计策
9 跟读课文，进一步加深对课文的理解。Now listen and repeat.
2d时间5 m 10 朗读课文， 获取更多细节信息。Let’s read the passage again and answer the questions.学生独立完成。学生互相讨论核对答案。核对答案(要求基础好的学生不看书回答)
2e时间6 m 11 活动前准备。First think about the questions:Do you like playing basketball Why Which basketball hero do you like best Why
12 小组讨论，拓展实践。为学生提供适当的词汇和句型，否则学生会有畏难情绪产生。引导和启发学生用：keep fit/healthy, fun, make more friends, make money ,loved and followed by people, practice a lot ,waste time, hurt, less time to study1．教师分别把It is good ... 和It is difficult ... 展示出来，给大家时间思考和组织语言，然后叫学生上来口头表达或者写在黑板上。2．如果班级学生基础好可以开个小型辩论会，自己选择good 方或者difficult方。
小结时间2 m 13 本活动的检查评价；归纳反馈强化本节课学习目标。What have you learned from this lesson 鼓励学生先自己总结，教师最后归纳。
作业1 m 14 Homework英语 九年级全册
Unit 6 When was it invented Period 6 Content Section B 3a, 3b, Self Check 1, 2, 3
教学目标要求1．能够运用被动语态描述发明物。2．能够在被动语态中正确使用动词。3．能够把主动语态变成被动语态。4．能够掌握被动语态的特殊疑问句。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间4 m 1 复习已学目标语。Free talk: What do you want to invent 1．学生在纸条上写下自己的名字，写一件自己想要去做的发明。例如： I want to invent a special pen that can write five words at one time. When the teacher punishes me to copy the text 50 times, I can save my time.(car, key, bag, tool, bowl, broom etc)2．将纸条交给教师，全部交齐后，由某一个同学从中抽出一张，念：Zhang Yu wants to invent a special thing to save her time. Can you guess what it is 3．在判断之前， 这位同学可以问三个自己认为对判断有用的问题，例如：What is it made of What is it used for What does it look like Where or when can we use it How much will it be 判断失误的同学出局，判断正确的同学继续下一个，连续判对三个有奖。教师在学生描述自己的发明时要给予词汇和句型指导。
2 复习复述课文Now let’s retell the text.教师点名四名学生分别复述每一段课文。
导入时间1 m 3 引入单元标题教师板书或课件显示：Unit 6 When was it invented Period 6
4 导入新课话题Now, do you have any problems in your daily life Do you want an invention to help you
3a时间3m 5 引导学生讨论Now let’s name as many problems in English study as possible.Do you take notes slowly Can you see the board clearly Can you hear the teacher clearly What invention can help you What’s its name How can it help you
6 根据上一步提示，完成书面表达提纲。Think of something that you do not like to do. Then think of an invention that could help you. Make notes.
3b时间5 m 7 上一活动的反馈，添加一些细节使书面表达更丰富。Imagine you are a business man, you want to sell the things you invented in activity 3a.
8 小组讨论，为写作做准备。Now work in groups to finish the sentences.学生以小组为单位完成任务。
9 上一活动的反馈Which group would like to share your sentences.(小组选出代表朗读自己小组完成的句子)
10 根据提示和自己补充的句子完成写作。Now write your ads to express your opinions.
11 小组内交换修改，提高目标语使用的正确率。Change your passages in your group. Read your partner’s passage and give him or her some advice.小组交流修改。
12 分享作文，相互借鉴学习。Ask some students to read their passages.
SelfCheck1时间6 m 13 朗读词汇，了解所给词汇。Read the words loudly and tell the Chinese.(学生朗读并说出汉语意思)
14 填空，自我反馈本单元重点词汇掌握情况。Now put the words in the correct columns.学生交流核实。
15 齐读文章，进一步巩固。Read the passage again
SelfCheck2时间3m 16 主动变被动，巩固本单元句型。Rewrite these sentences using the passive voice.
SelfCheck3时间4m 17 本活动的检查评价；归纳反馈强化本节课学习目标。教师先带领大家回顾一下本单元涉及的发明项目，有：car, television, telephone, computer, shoes with special heels, shoes with light, hot ice-cream scoop, zipper, tea, potato chips, basketball等。
18 教师可以在多媒体上展示本单元教参前面的思维导图，利用思维导图对某一个或两个发明进行口头表述。师生互动或者生生互动。学生人选一个发明，用完整的句子完成活动。两人一组互相检查。找人站起来朗读自己写的内容，大家检查有无错误。
总结时间3 m 19 引导学生总结本单元句型，运用思维导图。
作业1 m 20 Homework英语 九年级全册
Unit 6 When was it invented Period 2 Content Section A 3a, 3b, 3c
教学目标要求1．能进一步谈论常见发明物的历史，如：A: When was tea first drunk B: It was first drunk about 5,000 years ago. A: How was tea invented B: It was invented by accident. ...2．能进一步运用被动语态谈论发明物的使用情况，如：A: When was tea brought to other countries B: It’s brought to Korea and Japan during the 6th and the 7th centuries.3．能读懂关于“茶历史”的文章。4．能简单描述“茶历史”。5．能掌握并会运用以下单词和词组，如：by accident, nearly, ruler, boil, remain, smell, saint, national, take place, doubt, without doubt等。6．能模仿录音正确朗读3a短文。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间2 m 1 复习已学目标语及运用被动语态谈论各个发明物的发明时间、用途、发明者。Look at the pictures, let’s talk about these inventions.教师叫一个学生指着图上的一个人物给大家做示范。T: When was the telephone invented S1: It was invented in 1876.T: What were the shoes with lights used for S1: They were used for seeing in the dark.…
2 仿照上述对话，根据书本2d组织Pair work复习活动。OK. Let’s do pair work. Work in pairs and make conversations.学生双人对话活动，教师随机抽取几组学生展示。参考：S1: Who was the zipper invented by S2: It was invented by Whitcomb.
导入时间1 m 3 导入新课话题教师板书或课件显示：Unit 6 When was it invented Period 2看3a课文标题提问：What does it mean Can you think of an invention that was invented by accident 看课文插图，根据课文插图和标题预测文章内容。What can you see in the picture Can you see a teapot What is the invention in the passage Tea, coffee or something else
3a时间10 m 4 速读课文，整体感知课文内容。Read the passage quickly and match each paragraph with its main idea.
5 默读课文，细读文章，并回答相应问题。教师边提问，边要求学生用寻读(scanning)的方法，快速在文章中找到答案。训练用英语表达的能力。课文生词在提问中创设语境呈现，操练。
6 做相应习题进行检测学生是否理解。
3b时间7 m 7 进一步细读文章，培养学生寻读能力。教师边提问，边要求学生用寻读(scanning)的方法，快速在文章中找到答案，完成活动3b。教师的提问应该以复述型问题为主，学生可以用自己的话，也可以用文章里的句子回答，答题时尽量不看书，培养短期记忆力。速度要快，尽量用完整的句子，训练用英语表达的能力。课文生词在提问中创设语境呈现，操练。
8 跟读课文，深化对课文提供的话题的理解。Read the passage aloud following to the tape.
3c时间6 m 9 阅读后语言知识学习，巩固和加强部分词汇的理解与运用。读后语言知识巩固和运用。按3c要求独立完成句子。教师巡视并提供帮助；鼓励他们在理解课文的基础上完成任务。叫某些学生朗读句子核对答案。
10 翻译句子，进一步强化生词和词组的理解和运用。1．Now find out the sentences with the words and phrases. Try to translate them into Chinese.2．Can you make some sentences using these words and expressions 学生自己在练习本上造句，然后向全班读自己的句子，同学们共同修改。
小结时间7 m 11 总结本课所学目标语。What have you learned from this lesson 鼓励学生先自己总结，教师最后归纳。
拓展时间6 m 12 拓展：1．复述3a课文2．运用目标语言写一篇发明物Think of something that you don’t like doing. Then think of an invention that could help you. Write the details in the chart
作业1 m 13 Homework(布置作业)英语 九年级全册
Unit 6 When was it invented Period 3 Content Section A Grammar Focus, 4a, 4b, 4c
教学目标要求1．能正确使用被动语态的过去时态，如：The fridge was sold at a low price.2．能将主动语态变为被动语态，如：They sold the fridge at a low price. → The fridge was sold at a low price.3．能正确使用动词的被动形式，如：It was brought to Korea during the 6th and 7th centuries. 4．能正确辨析文章中句子的语态，如：The telephone was invented by Alexander Graham Bell. Mr. Bell worked on the invention of the telephone with Thomas Watson.5．能正确运用以下词汇：fridge, low, somebody, translate, all of a sudden等。6．能认读并能工整书写所学单词。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间3 m 1 复习已学目标语并导出本课重点语法。Let’s read the conversation and passage together. If you can, just recite it.
导入时间1 m 2 导入新课话题。教师板书或课件显示：Unit 6 When was it invented Period 1Today we are going to sum up the grammar about“passive voice”. The differences between “active voice” and“passive voice”.
GrammarFocus时间10 m 3 找出目标句型，初步感知。Read the conversations again and find out the sentences with “passive voice and active voice”.
4 读句子，思考句式规律。1．让两个学生以问答形式朗读文中总结的例句。2．比较，观察，找规律：教师要求学生观察这些句子并归纳出过去时被动语态的结构。
5 朗读，深化理解该句型，进一步总结。Now let’s read the sentences together.学生朗读。
4a时间8 m 6 完成4a，练习目标词汇。Rewrite the sentences with passive voice.学生笔头完成4a。核对答案：教师点名学生逐一朗读对话并翻译。
7 大声朗读，进一步加强对目标词汇的理解。Read the sentences aloud together.
4b时间7 m 8 填写动词正确形式，练习目标句型和目标语言。用所给动词的正确形式填空练习，要求学生正确判断用主动语态还是被动语态。学生独立完成，教师巡视指导，提供必要的帮助。
9 互相朗读，对比提高。学生小组之间互相朗读对比，互相评改，加深语感。
10 拓展提高。要求学生造句，运用主动和被动语态。
4c时间3 m 11 针对目标语言进行检查运用语言情况。Decide whether active or passive forms should be used in these sentences. Write the correct forms in the blanks.
拓展时间4 m 12 巩固和内化所学的目标语言。描述一件发明。1．每个学生拿出一张纸和笔，写一个你知道的发明，名称，发明人，发明时间，地点，国家，用途。但这些信息中可以有一到两条是错的。也可以是全对。2．大家都完成写的任务后，学生举手示意自己愿意朗读自己写的发明。3．读完后，学生举手示意愿意判断是对还是错，如果判错一定要求要指出哪里错了。其他学生判断：Everything is right but it wasn’t invented by you!
小结时间3 m 13 总结本课所学目标语。What have you learned from this lesson 鼓励学生先自己总结，教师最后归纳。让学生跟读Grammar Focus中的句子。
作业1 m 14 Homework(布置作业)英语 九年级全册
Unit 6 When was it invented Period 1 Content Section A 1a, 1b, 1c; 2a, 2b, 2c, 2d
教学目标要求1．能简单谈论常见发明物的历史，如：A: When was the telephone invented B: The telephone was invented in 1876.2．能够谈论发明物及其用途，如：A: What is the hot ice-cream scoop used for B: It’s used for serving really cold ice-cream.3．能正确使用被动语态的过去时态，如：A: When was the zipper invented B: It was invented in 1893. A: Who was it invented by B: It was invented by Whitcomb Judson.4．能认读并能工整书写所学单词，如：inventions, invent, change, widely ,popular等。5．能模仿录音正确朗读和表演教材上的对话，并能模仿目标语的结构和语调进行初步表达(会话)。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间2 m 1 复习已学目标语和导入谈论问题和提建议的话题。(指向一图片)Look at the picture:一What are these 一They’re sky lanterns.一Who were they first used by？ 一They were first used by Zhuge Kongming.
2 仿照上述对话，组织Pair work复习活动。OK. Now let’s talk about this invention. Let’s do pair work, I will give you some questions.学生双人活动，教师抽查几对学生
导入时间1 m 3 引入单元标题，导入新课话题。Just now we talked about the invention, the sky lantern. In our daily life, we usually use some inventions. We will talk about these inventions. Let’s learn “Unit 6 When was it invented ”教师板书或课件显示：Unit 6 When was it invented Period 1教师询问几个学生：Can you tell me some inventions in your life
1a时间6 m 4 读图，了解主题图—场景和人物。Look at the picture. Answer the questions. What can you see in the picture Which one was first invented Which one was last invented Was the TV invented before the car or after the car Then, answer: What order do you think they were invented Please say like this:I think the TV was invented before the car.学生按照句式结构阐述图片。
1b时间5 m 5 运用1a的描述，引出一些问题为听力训练1b做铺垫，并进行听力训练。I．Look at the pictures.1．What are they talking about 2．Are both of them very young 3．Did the old woman have a telephone 4．When was the telephone invented 5．Was the car invented before the television 6．Why didn’t she have a computer 7．When was the computer invented II．Listen and match the inventions with the year.III．Check the answers
1c时间4 m 6 对目标语言进行模仿性口语操练，学生分角色完成1c中的对话Student B covers the dates. Student A asks Student B when the things in the picture in 1b were invented. Then change roles and practice again.
2a时间3 m 7 听前预热，训练学生辨音能力和听力准确性，将单词的声音特征和视觉特征进行匹配排序。1．听前组织学生看图说话,并利用图片大胆猜生词heels,scoop, electricity.T: What can you see on the table T: What is the boy doing T: What is the girl doing 2．播放录音，完成2a的排序活动，对答案。
2b时间6 m 8 听前活动，了解语言背景，导入对建议评价的功能项。听前预测一下这些东西的用途,鼓励学生发挥想象力，为听力活动预热。T: What is the scoop used for T: What are the shoes used for
9 听力实践，指导学生在语流中快速准确地识别和捕捉需要的信息，选择性的听, 关注细节。完成2b的匹配活动。由多个学生回答，对答案。
10 呈现并使用目标语言，培养学生运用语言知识的能力。再播放录音，此次要有停顿，充分保证学生理解对话内容。通过层层提问反馈学生掌握信息的情况，引导学生对被动语态句型的关注，用听到的单词、词组和句型来回答问题，从而使目标语言由呈现到使用，培养学生运用语言知识的能力。
11 交替地用主动语态和被动语态提问，检查学生对本单元语法的理解和运用情况。参考问题T: Who invented shoes with special heels T: Who were shoes with special heels invented by T: Why do people need shoes with lights T: Why are shoes with lights needed by people T: How do people change the style of the shoes T: How is the style of the shoes changed T: When do you make the shoes heels higher T: When are the shoes heels made higher
2c时间4 m 12 语言输出活动，在听的基础之上，对重点句型进行强化训练。学生结对，利用2b表格提供的信息仿照2c示范开展对话。教师巡视并给以适当的指导和评价。
2d时间6 m 13 展示图片，导入问题。教师向学生展示实物拉链或图片，问：What’s this 让学生猜英文的表达。教师再提问：Who was the zipper invented by When was the zipper invented When was it used widely How do you feel about the zipper 要求同学用完整的句子预测以上问题。信息是否准确暂不作评价。同一个问题可以连环设问多名同学。
14 听读对话，把握目标句型。听录音或点两位同学朗读2d对话，了解对话内容。重复以上问题，学生回答时即注意表达时句型正确，也关注信息的准确性。
15 理解对话中的词组。要求学生读熟练，并造句。
16 朗读对话，纠正语音语调，理解对话，深化对对话的印象。Now, work in pairs and role play the conversations. 学生两人一组分角色朗读对话至熟练，再交换角色朗读对话至熟练。Now who can perform the conversation
小结时间2 m 17 本活动的检查评价；归纳反馈强化本节课学习目标1．请几组学生给全班分角色朗读(也可要求程度好的学生在2d对话的基础上进行创造性的改编并表演。其他学生挑出他们语音语调上的错误，朗读中情感表达准确与否。)2．What have you learned from this lesson 鼓励学生先自己总结，教师最后归纳。
作业1 m 18 Homework(布置作业)
