2023-2024学年人教版英语九年级全册Unit 6 When was it invented？ 大单元教学设计（共4课时）

人教版九年级英语（全）册
《 Unit 6 When was it invented 》
（大单元教学设计）
一、备课素材
备 课 人 XXX 备课学科 九年级英语
备课年级 九年级 备课时间 2024年X月
辅助备课 新课标、教材、PPT课件、练习题
备课分类 新教师 后优教师 优秀或老教师
Section A
课程导入设计 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 S: It is a/an… T: When was the…invented S: It was invented in… 导入二　情境导入： 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. …
课堂活动设计 （一）听说训练 【活动 1】1b Listening 听录音，完成下列表格。 The telephone It was 1. ________ in 1876. The 2. ________They were invented in 1885. The TV It was invented around 3. ________. They were 4. ________ in those days.The personal computersThey were invented in 5. ________.
　　[答案] 1. invented　2. cars　3. 1927　4. expensive　5. 1971 【活动 2】 2d　Role play 1. 教师向学生展示实物拉链或图片，同时教授单词zipper。 2. 教师围绕“拉链的发明”向学生询问下列问题以激发其学习兴趣： Who invented the zipper？When was the zipper invented When was it used widely 3. 要求学生带着问题阅读对话，然后回答问题。 4. 学生分角色朗读课文，进一步熟悉课文内容。 5. 让学生根据下列表格信息用自己的话进行复述。 The zipperWhere was it used？Who invented it？When was it invented？When did it become popular？
（二）语法突破设计 突破 一般过去时的被动语态 【观察】Some new computers were stolen last night. 　　　 【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)。 （三）阅读突破设计 突破一　任务教学 (略读课文，回答问题) 1. When was tea first drunk 2. How was tea invented 3. Who is called “the saint of tea”？ 4. What is Cha Jing about 5. When was tea brought to other countries [答案] 1. It was first drunk about 5，000 years ago. 2. Some leaves from a tea plant fell into the boiling water and remained there for some time. 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. 突破二　辅助教学 让学生根据用自己的话复述课文。
Section B
课程导入设计 导入一　图片导入： 利用PPT展示NBA比赛的现场，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 导入二　情境导入： Show the pictures of some food. T: Look at the food. Can you describe how they taste S1: Yes. Bananas taste sweet and potato chips taste salty and crispy. S2: The ice cream tastes sweet and lemons taste sour. S3: … T: Different food may taste different.
课堂活动设计 （一）听说训练 【活动 1】1c－1d(有一定难度，增设听力训练题) 听对话，选择正确答案。(听力原文：Section B　1c, 1d) 1. When were potato chips invented A. In 1853.　　　　B. In 1850.　　　　C. In 1835. 2. Who invented the potato chips A. A customer.　　　 B. A cook.　　　C. A boss. 3. Why was the plate of fried chips sent back A. Because they were crispy. B. Because they were cut thin. C. Because they were cut too thick. 4. What did people think of the thinly sliced, salty chips A. They liked them very much. B. They no longer ate them. C. They hated them. 5. What is the passage talking about A. A car accident.　　　　　B. The way of cooking potato chips. C. The invention of potato chips. [答案] 1－5 ABCAC 【活动 2】2a　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吸引学生的兴趣。 2. 教师提问： (1)Do you like basketball 　(2)Do you watch basketball games (3)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。 （二）阅读突破设计 突破一　任务教学 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 [答案] 1. Dr. James 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. At the same time, they need to stop the competing team from getting the ball into their own basket. 2. The first basketball game in history was played on December 21, 1891. 3. The Berlin Olympics were important because basketball became an Olympic event then. 4. The professional basketball groups are the CBA in China and the NBA in America. 5. Basketball is played by more than 100 million people in over 200 countries. 突破二　辅助教学 帮助学生用自己的话复述课文。
二、单元导航
主要内容 单元主题图由四幅小图组成，呈现的是现代生活中的常见用品:电话、电视、电脑和小汽车。 Section A围绕单元话题“发明”，介绍了我们日常生活中一些常见物品的发明历史，如：电视、电话、拉链、茶叶等，包括它们被发明的时间、被什么人发明及其作用或发展等内容。Section A部分的教学重点是被动语态运用意识的培养。从许多中国教师以往的教学经验可获知，学生往往很难真正把握什么时候用被动语态，什么时候不用被动语态。此外，不规则动词过去分词的变化也往往是学生的学习难点。这些需要教师指导学生多加练习，以达到熟能生巧； Section B部分依然围绕发明创造这个话题，要求学生继续学习和巩固相关的内容和语言的识。听说和阅读训练分别介绍了现代生活中两项常见的发明：美食发明——薯条，体育运动项目——篮球。 在语言技能方面，听说读写的专项训练和综合性训练在本部分均有体现。在语言策略上，本单元明确提出了让学生学习使用“思维导图”( mind map)，以加深对文章的理解和对知识的记忆的学习策略。
教学目标 通过对本单元的学习，学生应做到： 1.知识目标： （1）掌握与描述与发明相关的词汇。 （2）掌握询问发明时间及用途的基本句型。 （3）能正确使用一般现在时的被动语态： —When was the telephone invented —I think it was invented in 1876. —What are they used for —They are used for seeing at night. 2.能力目标：通过对描述与发明相关词汇和句型的学习，感知新语言内容的结构特征，体会其用法。 3.德育目标：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。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。
教学重、难点 重点： 1.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。 3.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。 难点： 1.用英语介绍某一发明的简要过程。 2.在阅读练习中多学习被动语态和过去分词。
词汇和常用表达 1.能够正确使用下列词汇 style, project, pleasure, website, pioneer, list, ruler, smell, trade, doubt,fridge, earthquake, bell, biscuit, cookie, instrument, customer, basket,hero, list, mention, boil, remain, ring, translate, lock, divide, daily,national, low, sudden, sour, Canadian, somebody, nearly 2.能正确使用下列常用表达 have a point, by accident, take place, without doubt, all of a sudden,divide... into, look up to, the Olympics 3.能认读下列词汇 heel, scoop, electricity, zipper, accidental, saint, crispy, salty,popularity, professional, NBA (National Basketball Association), CBA(China Basketball Association)
学习策略 1.能制作思维导图，并借助思维导图记忆有关知识 2.能通过快速阅读获取文章主旨或者段落大意
文化知识 1.了解我国茶叶发明及其传播的简要历史 2.了解篮球的发明及其发展的简要历史
三、个人备课
课时内容 第1课时 Section A （1a~2d）
教学目标 【知识与技能】 能掌握下列词汇： heel, scoop, electricity, style, project, pleasure, zipper, daily, website, pioneer, list, mention 2.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. 【情感、态度与价值观】 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。
教学重点 1.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。
教学难点 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。
教学准备 多媒体课件或其他教学所需的工具
教学过程
教学过程 Step 1: Leading in 1. 展示一些近代发明的图片与近代发明的发明者，让学生们将图片与发明者相连。 T: Do you know what these inventions are S1: It’s a car. S2: It’s a telephone. S3: It’s a television. T: Do you know who these inventors are S1: Karl Benz S2: Alexander Bell S3: J. L. Baird Let Ss match the inventions and the inventors. Step 2:Presentation 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.) 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.(1a) (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. 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 PPT P17 to 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 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 (PPT P23) 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.) Step 3:Work on 2a,2b,2c & 2d Pre-listening Ask them to look at the picture and answer the questions. 1. What can you see on the table 2. What is the boy doing 3. What is the girl doing 4. What is the scoop used for 5. What are the shoes used for While-listening Play the recording, ask Ss to listen and number the inventions in the order they hear.(2a) Answers: 3 shoes with special heels 1 shoes with lights 2 hot ice-cream scoop, runs on electricity Play the recording again. Ask Ss to listen and complete the chart.(2b) 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 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. (2c) (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. 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.) Step 4: Language points 【知识讲解】 1.invent (1)invent 作动词，意为“发明”，指经过认识和实践创造出前所未有的事物，发明以前从来未存在过的东西。was invented 是一般过去时的被动语态，结构为was/were+及物动词的过去分词。 Edison invented the light bulb in 1879. 爱迪生在1879年发明了电灯。 The light bulb was invented by Edison in 1879. 电灯是在1879年被爱迪生发明的。 Such books are written for children. 这类书是为儿童写的。 (2)invention和inventor都是名词， 前者意为“发明”，后者意为“发明家”。 (3)invent, discover和find out的区别是： invent主要指发明世界上原本不存在的东西 discover指发现一种世界上原本已经存在，后来才被人们认识到的东西 find out指通过观察、调查而发现事实真相 2.被动语态的特殊疑问句 When was the telephone invented Who was it invented by 这两个是一般过去时的被动语态的特殊疑问句，其结构是“疑问词+be动词+主语+动词的过去分词+其他？” —When were the plants watered 这些植物什么时候被浇水的？ —They were watered yesterday morning. 他们是昨天早上被浇水的。 —Who were they watered by 他们是由谁浇水的？ —They were watered by the students from Class 3. 他们是由三班的学生浇水的。 3.be used for,be used to do，be used as, be used by辨析 (1)be used for意思是“被用来做……”，for是介词，后面可接名词或动名词，所以后面接动词时，要用动词-ing形式，相当于be used to do sth.。be used for…意为“被用来做……”，强调用途、作用或目的。 (2)be used to do也意为“被用来做……”，相当于be used for sth./doing sth.。 (3)be used as…意为“被作为……而用”，强调被当作什么工具或手段用。 (4)be used by…意为“被……使用”，后面跟人，强调使用者。 The knife is used for cutting things. 刀是被用来切东西的。 The broom is used to sweep the floor. 扫把是被用来扫地的。 The room is used as a reading room. 这个房间被用作阅览室。 4.mention mention表示“提到；提及”，是及物动词，其后接名词或代词作宾语时，无需用任何介词；另外注意不接双宾语。若后接动词，要用动名词，不能用不定式。 not to mention意为“更不用说；还不算”。 口语中说Don’t mention it. 主要用来回答感谢，有时也用来回答道歉。 5.have a point have a point...有道理 I admit (that) you have a point. 我承认你有理。 6.think about think about表示“考虑，想起” He is thinking about travelling in the summer holidays. 他正在考虑暑假旅游的事。 She was thinking about her childhood days.她正回想她的童年时期。 think of指“考虑，记忆，记起” think sth. over指“仔细想，审慎思考，作进一步考虑” think sth. out 指“想通，想出，熟思” Step 5: Summary 建议：让学生自己总结本节课主要学习了什么，还有哪些疑惑？教师可作补充。
课堂作业 1.Review the conversation in 2d. 2.Preview the passage in 3a. 3.Do the exercises in students’ book.
板书设计 Unit 6 When was it invented Section A（1a～2d） (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.
教学反思 1.这是听力和口语练习的时间。在听听力之前，学生讨论四种常见的事物，并准备好听力所需的单词。然后学生们听并进行对话。最重要的是要学会过去时的被动语态，教学生过去分词的形式。 2.在这节课中，最重要的是学习过去时的被动语态，并教学生过去分词的形式。我们应该在2d中学习一些关于这个话题的新单词。我们可以让学生练习“be used for...”“它是谁发明的 ”和“它是由……发明的”。
个人备课
课时内容 第2课时 Section A （3a~4c）
教学目标 【知识与技能】 1.能掌握下列词汇： by accident, ruler, boil, remain, smell, saint, national, take place, doubt, without doubt, fridge, low, somebody, translate, lock, ring, earthquake, sudden, all of a sudden, bell, biscuit, cookie, musical, instrument 2.能掌握以下句型： (1)Did you know that tea, the most popular drink in the world (after water), was invented by accident (2)It is believed that tea was brought to Korea and Japan during the 6th and 7th centuries. (3)It was brought to Korea during the 6th and 7th centuries. (4) You were invited to the party, weren’t you Why didn’t you go 【情感、态度与价值观】 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。
教学重点 1.掌握本部分出现的词汇，理解并运用所学的词汇进行表达。 2.阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
教学难点 在阅读理解中练习被动语态。了解中国茶文化。
教学准备 音频和课件。
教学过程
教学过程 Step 1:Leading in 播放视频《茶叶的起源》，让学生们了解中国的茶文化，及茶叶被发明的渊源，并了解其发展过程。 1. What is the video about 2. Who is the writer of Cha Jing Ss try to answer the questions: 1.It’s about the tea. 2.Lu Yu. Step 2:Finish the task in 3a 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 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: 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. Step 3:Finish the task in 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. Step 4:Finish the task in 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 Step 5 Finish 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 ... ） Step 6:Finish the task in 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. Step 7:Finish the task in 4b(finish it after class as homework) 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 Step 8:Finish the task in 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 Step 9:Language points 【知识讲解】 一、remain remain 意为“逗留；留下”，相当于stay。remain是动词，意思是“保持不变；剩余”，作不及物动词时，可加介词短语；作系动词时，后面跟形容词，意为“保持某种状态”。remain不能用于被动语态。注意remain还有“保持某种状态；继续存在；仍旧是”的意思,后面可以跟形容词、现在分词、介词短语等。remain只作不及物动词，而keep 可以作及物动词。remain 作为名词，意为“剩余物；遗体；遗迹”, remains of the meal剩余饭菜，one’s remain 某人的遗体，remains of a temple 寺庙遗迹。 Whatever great progress you have made, you should remain modest. 无论你取得了多大进步，你都应该保持谦虚。 She remained sitting when they came in. 他们进来时，她仍然坐着。 This remains in my mind. = I keep this in my mind. 对此，我铭记在心。 二、take place take place 意为“发生；出现”，它易与happen混淆，take place是不及 物动词短语；常指事先安排或事发有因的事情，一般用于非偶然性事件的“发生”指事件的发生一定有某种原因或事先安排；而happen是不及物动词，常指偶然发生的事情。一般用于偶然或突发事件。 I happened to sit by her in the cinema. 在电影院我碰巧坐在她旁边。 I can’t remember what happened then. 那时发生了什么我记不起来了。 The Olympic Games of 2008 took place in Beijing. 2008年奥运会在北京举办。 三、smell smell作名词时，意为“气味”，作可数名词时意为“气味”，作不可数名词时意为“嗅觉”。它也可作系动词，意为“闻起来；发出……气味”，后跟形容词作表语。它作动词时意为“闻到， 嗅到”。 The smell from the kitchen made my mouth water. 厨房里飘来的香味使我垂涎。 These flowers smell very sweet. 这些花闻起来很香。 As soon as we opened the front door, we could smell the gas. 我们一打开前门就闻到了煤气的味道。 四、by accident by accident “偶然; 意外地”, 相当于by chance。 The little girl knocked the glass by accident. 小女孩不小心碰落了玻璃杯。 五、It is said that ... It is said that...是个常见句式，表示“据说……”, that后面接完整的句子。 其中it是形式主语,that从句是真正的主语。 It is said that thirteen is an unlucky number in many Western countries. 据说在许多西方国家13是个不吉利的数字。 本单元还有一个类似的句式: It is believed that…，意思是“人们认为……”, 其后同样接完整的句子。 It is believed that tea was brought to Korea and Japan during the 6th and 7th centuries. 人们认为，茶在六至七世纪传到了朝鲜和日本。 六、one of ... one of ...的意思是“……之一”，后面接名词或代词的复数形式，该结构作主语时，谓语动词通常用单数形式。 七、doubt 既可作动词，也可作名词，在肯定句中后面常接whether引导的从句，在否定句和疑问句中常接that从句。 without doubt 毫无疑问；的确 Li Na, without doubt, is the best tennis player in China. 毫无疑问，李娜是中国最优秀的网球运动员。 八、national national adj. 国家的; 民族的 nation (国家) + al → national The group of dancers wore national dress. 那群跳舞演员穿着民族服装。 Step 10: Summary 鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1.Read and recite the passage in 3a. 2.Do the exercises in students’ book.
板书设计 Unit 6 When was it invented Section A（3a～4c） Key sentences： (1)Did you know that tea, the most popular drink in the world (after water), was invented by accident (2)It is believed that tea was brought to Korea and Japan during the 6th and 7th centuries. (3)It was brought to Korea during the 6th and 7th centuries. (4) You were invited to the party, weren’t you Why didn’t you go Grammar： 1.被动语态的构成及用法 2.主动语态与被动语态的转化
教学反思 1.在这一课时，在这一阶段，老师应该帮助学生更多地了解中国茶文化。学生应该通过不同的活动来练习目标语言。此外，教师应该鼓励学生使用被动语态来介绍更多关于茶的知识。 2.在这个阶段，学生应该学习语法。我们必须通过改写句子来练习主动语态和被动语态，并记住这些变化。
个人备课
课时内容 第3课时 Section B （1a~2e）
教学目标 【知识与技能】 能掌握下列词汇： crispy, salty, sour, by mistake, customer, the Olympics, Canadian, divide, divide...into, basket, popularity, look up to, hero, professional 2. 能掌握以下句型： (1) Potato chips were invented by mistake. (2) It is believed that the first basketball game in history was played on December 21, 1891. (3) Dr. Naismith divided the men in his class into two teams and taught them to play his new game. (4) At the same time, they need to stop the competing team from getting the ball into their own basket. (5)These stars encourage young people to work hard to achieve their dreams. 【情感、态度与价值观】 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。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。
教学重点 1.掌握本课时出现的生词及用法。 2.进行听力训练，提高综合听说能力。 3.阅读短文，获得相关信息，提高学生们的综合阅读能力。
教学难点 在阅读练习中多学习被动语态和过去分词。
教学准备 录音机、CAI或多媒体课件。
教学过程
教学过程 Step 1: Warming up Show the pictures of some food. T: Look at the food. Can you describe how they taste S1: Yes. Bananas taste sweet and potato chips taste salty and crispy. S2: The ice cream tastes sweet and lemons taste sour. S3: ... T: Different food may taste different. Step 2:Presentation (1a) Ask: What kind of food can you see in these pictures (potato chips, lemon, ice-cream, salted eggs) 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.) 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 (提示:让学生与同伴分享答案。) Step 3:Practice (1b) 1. Let some Ss read the adjective words in the box. Make sure they all know the meaning of each word. 2. Ss discuss with their partners. Try to write the name of a different food after each word. Learn the new words together. Answers can be varied. Step 4:Listening (1c－1d) 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 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.(1d) (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 Step 5:Pair work (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. Step 6:Leading in T: Who likes basketball Please put up your hand. T: How is it played S1: Players are divided into two teams. Players on the same team work together to get the basketball in the other team's basket. S2: And they need to stop the competing team from getting the ball into their own basket. T: Great. Do you watch basketball games What else do you know about this sport Discuss the sport with your partner and share your ideas with the class. Step 7:Skip the passage and find out the answer(略读，了解大意) 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 Answer:B Step 8:Careful reading (精读掌握细节信息) 1. Get the students to complete the mind map in 2c with the information in the passage. Answer:floor; two; the ball; basket James Naismith; December 21，1891; Berlin; 1936; NBA; CBA more than 100 million; 200 2. Have the students read the passage again and find out the answers to the following questions. (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 Answers: (1)Dr. James 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. At the same time, they need to stop the competing team from getting the ball into their own basket. (2)The first basketball game in history was played on December 21, 1891. (3)The Berlin Olympics were important because basketball became an Olympic event then. (4)The professional basketball groups are the CBA in China and the NBA in America. (5)Basketball is played by more than 100 million people in over 200 countries. Step 9:Retell the story 让学生根据提示用自己的话复述课文。 Step 10:Practice What do you think of famous basketball players Make a list of good and difficult things about being a famous basketball player. 1. Ask Ss what they think of famous basketball players. Make a list of good and difficult things about being a basketball player. 2. Ss work in groups. Discuss them with their partners and make a list. 3. Let some groups read their lists. Step 11: Language points 一、divide divide意为“分开；划分”，divide…into意为“把……分成”， divide还有“分配；隔开；除尽”的意思。 divide和separate的区别是： divide指把一个整体分为若干部分，常与into搭配。separate指把原来在一起的个体分开，常与from搭配。 The road divides here. 这条路在这里分岔。 She divided the orange into quarters and each ate a piece. 她把橙子分成四份，每人吃一份。 He divided his energy between politics and business. 他把精力分配在政治和生意上。 Divide ten by two, and you get five. 十除以二，得五。 二、stop…(from) doing sth. stop…(from) doing sth. 意为“阻止…… 做某事”，其同义词组有：prevent …(from) doing sth. 和keep…from doing sth. (from不能省略) She stopped the children playing near the river. 她阻止孩子们在河边玩耍。 The bad weather prevented us getting there on time. 恶劣的天气阻止了我们准时到那里。 I don’t want to keep you from your work. 我不想耽误你的工作。 三、It is believed that … It is believed that …为常见的句型， “人们认为……”，其中it是形式主语， 真正的主语是that引导的从句。类似的句型还有：It is said that…意为“据说……”，It is reported that…意为“据报道……”。 这种句型还可换成主动语句型People(They) believe/say/report that…或被动语态句型sb. is believed/said/reported to do sth. It’s said that there’s going to be a basketball match. 据说将会有一场篮球比赛。 It’s supposed that he is a professor. 人们猜测他是一位教授。 四、by mistake by mistake为介词短语，意为“无意中；错误地”,相当于accidentally。 Somebody took the my umbrella by mistake. 有人错拿了我的伞。 I picked up your bag by mistake. 我错拿了你的包。 五、enough enough修饰名词时不需要倒装。enough修饰形容词、副词时需要倒装。 enough常可以和词组so ... that ...,too ... to ...转换。 六、in the end in the end的意思是“后来，最后，终于”，in the end用一个单词表达可以用finally，用一个短语表达可以用at last 。 七、number (1)number表示数量。由于是单数形式，谓语动词需要与之相配，为has increased。这种主语和谓语在数上的匹配称作“主谓一致”。当主语为复数概念是，谓语动词用复数形式与之匹配；当主语为单数概念时，谓语动词则用单数形式。People there are very friendly. people为复数概念。The United Nations is an international organization that tries to find peaceful solutions to world problems. the United Nations是一个组织，为单数概念。 (2) the number of… “……的数量；……的数目”。作主语时，谓语动词应用单数形式。a number of... “若干的，一些”，修饰可数名词。作主语时，谓语动词应用复数形式。 The number of people killed in the accident hasn’t been announced yet. 这次事故中的死亡人数尚未公布。 A number of people are unhappy with this decision. 一些人对这项决定并不满意。 八、look up to look up to的意思是“钦佩；仰慕”, 相当于admire，其中to为介词，其后可接名词或代词作宾语。 The artist is looked up to for his landscape paintings. 这名画家以风景画受人仰慕。 look back 回头看; 回顾 look down upon (on) 看不起,轻视 look forward to 盼望，期待 look into 朝......看去; 调查 look like 看上去象 look on 旁观，观望 look out 当心，小心，留神 look up 查阅; 抬头看 look through 浏览；透过……看 九、not only…, but also… not only…, but also… 不但……而且……若连接两个成分作主语，谓语动词与靠近的主语保持一致。 Not only the students but also their teacher is enjoying the film. 不仅学生们在欣赏这部影片，他们的老师也在欣赏这部影片。 Step 12: Summary 老师鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1. Read the passage again after school. 2. Try to write a short passage about the development of basketball.
板书设计 Unit 6 When was it invented Section B（1a～2e） (1) Potato chips were invented by mistake. (2) It is believed that the first basketball game in history was played on December 21, 1891. (3) Dr. Naismith divided the men in his class into two teams and taught them to play his new game. (4) At the same time, they need to stop the competing team from getting the ball into their own basket. (5)These stars encourage young people to work hard to achieve their dreams.
教学反思 当我们谈论食物时，我们应该学习如何描述它们的味道。所以我们做了一个头脑风暴来练习食物的名字和味道。在这段时间里，学生在听薯片发明的故事时练习被动语态。然后让他们听和说。这样可以在听说练习中提高他们的语言组织能力和口语输出能力。学生在学习完新项目后，必须进行一些写作练习。所以我们可以给他们一些书面工作，让他们在听故事和学习部分的新单词后做。 这是学生在阅读方面做更多练习的时期。教师应该训练学生快速有效的阅读能力。在阅读时，通过思维导图帮助学生学习如何尽可能快地抓住主要思想和最重要的思想。当他们完成任务和一遍又一遍地阅读文章时，他们会学习一些新单词和新语言项目。 了解如何使用被动语态仍然是这一时期的难点。学生可以找到被动语态的句子，并学会在谈论游戏时使用它们。
个人备课
课时内容 第4课时 Section B （3a~Self Check）
教学目标 【语言知识目标】 1.能掌握下列词汇： professional, description, all of a sudden 2.能掌握以下句型： (1)It is often difficult to decide on the inventor of certain inventions. (2)Some inventions can also lead to other inventions all of a sudden. 【情感态度价值观目标】 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。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。
教学重点 1.用英语介绍某一发明的简要过程。 2.掌握本单元所学的词汇、句型及语法知识，并能进行综合练习运用。
教学难点 能运用本单元所学的语法及语言材料，用英语介绍某一发明的简要过程。
教学准备 设计并制作课文中所涉及的图片、教学幻灯片。
教学过程
教学过程 Step 1:Warming up Review the important words and expressions in Section A and Section B. Step 2:Work on 3a Ask Ss to think of something that they don’t like to do. Then think of an invention that could help. (Tip: It would be very easy for Ss to think about outrageous solutions for what they don’t like doing. Encourage them to think about practical solutions. This is not to say that they cannot think out of box. They just need to make sure that their recommended solutions do not involve the impossible.) Step 3:Work on 3b Suppose Ss are businessmen, ask them to write descriptions for their inventions. Step 4:Writing Imagine you are a business person. Write a description of your new invention. Try to sell the invention to the class. 1. Tell Ss to write a description of your new invention. 2. The following sentence structure may help you. (1) I think...is a very useful invention. 我认为……是一项很有用的发明。 (2) ... was invented by...……是由……(某人)发明的 (3)...was invented in...……是在……（某时间）发明的 (4) It was used for...它被用来…… (5) ...is made of...……是由……(材料)制成的 After finishing the writing, get the students to check their work in pairs. And then ask some students to present their work to the class. Step 5:Exercises Self Check 1 Ask Ss to complete the passage with correct forms of the words in the box. 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 Ss read their answers. Correct the mistakes. Answers: invent, all of a sudden, doubt, websites, mention Self Check 2 Ask Ss to rewrite the sentences using the passive voice. 1. Tell Ss 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. Ss work by themselves and try to rewrite the sentences. 4. Check the answers with the class. 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). Self Check 3 Find out information about an invention you would like to know more about and write sentences below. Invention: __________ When: _____________ Who: _____________ Purpose: __________ 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.) Step 6:Summary 可以鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1.Preview 1a-1c in Unit 7. 2.Do the exercises in students’ book. 3.Write a description of your new invention.
板书设计 Unit 6 When was it invented Section B （3a~Self Check） Key sentences： (1)It is often difficult to decide on the inventor of certain inventions. (2)Some inventions can also lead to other inventions all of a sudden.
教学反思 这是这个单元的最后一个课时，让学生使用他们在单元中学到的东西来写一些东西是很重要的。我们将做大量的工作来复习有关发明的单词和短语。我们可以要求学生对被动语态做一个总结。然后做练习。