【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】Unit6 section A

中小学教育资源及组卷应用平台
【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】
Unit 6 Section A
Unit 6　When was it invented
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
Section A
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.
…
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动 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 zipper Where was it used
Who invented it
When was it invented
When did it become popular
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
活动 1b (有一定难度,增设听力训练题)
听录音,完成下列表格。(听力原文:Section A 1b)
The telephone It was 1. 　invented　 in 1876.
The 2. 　cars　 They were invented in 1885.
The TV It was invented around 3. 　1927　. They were 4. 　expensive　 in those days.
The personal computers They were invented in 5. 　1971　.
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　任务教学
1. When was tea first drunk
2. How was tea invented
3. Who is called “the sage of tea”
4. What is Cha Jing about
5. When was tea brought to other countries
◎Key:
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 sage 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
利用思维导图,让学生根据提示用自己的话复述课文。
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　观察及探究
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)。
Step 2　练习巩固 (教材P44 课文4a, 4b, 4c)
Section A
第一课时(1a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
This section contains three conversations about inventions. The first conversation talks about when common items such as cars and computers were invented. The second conversation is about the usage of several creative inventions. The third conversation shows the usage, inventor, and history of the zipper.
Why:
1a introduces the topic of the unit through pictures and presents the target language structures in preparation for listening. 1b presents the sentence structure of the passive voice through listening and allows students to verify their guesses. 1c consolidates the knowledge of the language points through speaking exercises. 2a-2c expand the topic and language structures through listening and speaking. 2d demonstrates a variety of real-life usages of the passive voice through a brief introduction of the zipper.
How:
The three conversations gradually reveal the use of “be invented by, be invented in and be used for”. Listening and speaking practice allows students to review the use of the passive voice in real-life situations through the demonstration of common inventions, creative inventions, as well as a brief introduction to zippers.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to introduce the time, inventor and usage of some common inventions, and have a preliminary sense of the use of the passive voice and sentence structure.
2.To be able to understand the main idea of the listening materials through the key words and retell it in students' own words.
3.To be able to grasp the basic information about zippers and pay attention to small inventions in life.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.To be able to ask and answer questions about the time, inventor, and usage of common inventions.
2.To be able to understand and retell the main idea of listening materials.
Teaching Difficulty:
To be able to understand the use of the passive voice and sentence structure.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Warming-up
T: What are the four great inventions in ancient China
S1: They are papermaking, the compass and…
S2: And gunpowder and movable type printing!
T: Exactly! Can you guess which one of them was invented first
S3: Maybe the compass
Purpose To stimulate students' interest and pave the way for the following study.
Step 2　Presentation (1a)
Ask students to list some modern inventions in our daily life. List four common inventions in the book and let them guess who were these things invented by. Get the students to look at the things in 1a and ask “In what order do you think they were invented ”. Let them discuss with their group and then number the items.
Step 3　Listening (1b)
Listen and match the inventions with the years. Get the students to read the transcript.
◎Key: d; a; c; b
Purpose To let students look at the picture carefully, predicting the listening content.
Step 4　Pair-work (1c)
1.Ask the students to work in pairs. 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. e.g.
A: When was the telephone invented
B: I think it was invented in 1876.
B: When was the car invented
A: I think it was invented in 1885.
2.Check their work with several pairs.
Purpose To output the new language through simple listening activities.
Step 5　Listening (2a-2b)
1.Listen and number the inventions [1-3] in the order you hear them.
◎Key: 3; 1; 2
2.Listen again and complete the chart below.
◎Key: changing; in the dark; serving
Step 6　Post-listening activities
1.Get the students to listen and repeat after the tape.
2.Make conversations using the information in 2b. e. g.
A: What can you see in this picture
B: I can see shoes with lights.
A: What are they used for
B: They are used for seeing in the dark when you get up at night.
3.Ask some pairs to present their work to the class.
Step 7　Role-play (2d)
1.Show the students a picture of zippers and ask: What are they What are they made of What are they used for
2.Ask and answer:
(1)What is the subject for their school project
(2)Who invented the zipper
(3)When was the zipper invented
(4)When did it become popular
(5)Why does Roy think it is a great invention
◎Key:
(1)Small inventions that changed the world.
(2)Whitcomb Judson.
(3)It was invented in 1893.
(4)Around 1917.
(5)Because it is often used in our daily lives.
3.Let students think of more small inventions that change the world.
4.Role-play the conversation.
5.Retell the conversation.
The 　subject　 for my school project is “Small 　inventions　 that changed the world”. I 　think of　 an invention. It is the 　zipper　. It is 　used　 widely in our 　daily　 lives. You can see 　zippers　 everywhere. I saw a website last week. The 　pioneers　 of different inventions were listed there. The zipper was 　invented　 by Whitcomb Judson in 1893.It became 　popular　 around 1917.
Purpose Role-play the conversation to put the new language into action.
Step 8　Language points
project, have a point, pioneer, mention…
Step 9　Exercise(详见课件资源)
Step 10　Homework
1.Required:
(1)Memorize new words and expressions learned in this lesson.
(2)Make a conversation to introduce zippers.
2.Optional:
(1)Search for more information about inventions that change the world on the Internet.
(2)Make a brief introduction about an invention that students know! (80—100 words)
第二课时(3a-3c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
This is an expository essay on the invention of tea. It tells how tea was accidentally invented by Shen Nong, how it spread and became popular all over the world, and some people and books related to tea.
Why:
3a can train students' skimming skills by matching the main idea of each paragraph after reading quickly. 3b can train students' scanning skills by reading quickly and answering detailed questions related to tea. 3c is a consolidation activity that integrates vocabulary and linguistic structures to help students master the passive voice.
How:
The article is divided into three paragraphs. The first paragraph tells the story of Shen Nong's accidental invention of tea. The second paragraph introduces Lu Yu and the book Cha Jing. The third paragraph shows the history of tea spreading all over the world and acknowledges that Chinese people have the deepest understanding about tea culture. By learning this article, students can learn more about tea culture, and increase their interest and pride in Chinese culture. The exercise below can help students enhance the ability of using the passive voice.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to understand the passive voice sentence pattern with the past tense around the topic of tea, and to improve reading skills effectively.
2.To be able to use reading skills to accurately obtain the main idea of an article, and to retell the invention and history of tea using students' own words logically.
3.To be able to understand more about tea to enhance students' national pride and experience the profundity and longevity of Chinese culture, and to form a sense of Chinese cultural identity.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
To be able to improve reading skills through reading exercises.
Teaching Difficulty:
To be able to describe the origin of tea in the passive voice.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Lead-in
1.First, greet the class.
2.Then ask students a question, “Which letter is a drink ” The answer is “T (Tea)”.
Ask them “How many kinds of tea do you know ” and introduce different kinds of tea through pictures.
Purpose Use this question to introduce the topic of this lesson. At the same time, improve students' oral English ability.
Step 2　Pre-reading
Let students look at the title and picture of this passage, and answer three questions.
1.An invention that was invented 　by　 　accident　.
2.What can you see in the picture 　A tea set…　
3.It is an 　exposition　.
Step 3　While-reading
1.Read the passage quickly and match each paragraph with its main idea.
Para.1 　 Lu Yu and his book Cha Jing
Para.2 How tea spread to other countries
Para.3 How tea was invented by accident
Purpose Set up a matching exercise for the main idea of each paragraph to deepen the understanding of the reading text as well as to further develop students' ability to grasp key information.
2.Careful reading: Let students read Paragraph 1 carefully and fill in the mind map about tea.(详见课件资源)
3.Careful reading: Let students read Paragraph 2 carefully and fill in the blanks.
　Lu Yu　 is the writer of Cha Jing. He is called “　the sage of tea　”. The book describes how tea plants 　were grown　 and used to make tea. It also discusses where the finest tea leaves 　were produced　 and what kinds of water 　were used　.
Purpose To develop students' reading skills and certain test-taking skills.
4.Further introduce Lu Yu and Cha Jing through texts and pictures.
5.Read Para.3 carefully and tell T or F.
(　F　)(1)It is believed that tea was brought to Korea and Japan during the 5th and 6th centuries.
(　T　)(2)Tea didn't appear until around 1660 in England.
(　F　)(3)The tea trade from China to Western countries took place in the 18th century.
(　T　)(4)Chinese are without doubt the ones who best understand the nature of tea.
Step 4　Post-reading
1.Ask students, “Now, if you are all in the tea field, could you please introduce tea to foreigners ” You can introduce from these aspects: Who invented tea When was tea invented How was tea invented What's the history of tea How did tea spread
2.Group work. Further ask students, “Imagine you are a Chinese ambassador(大使). Can you promote Chinese culture What kind of Chinese culture would you introduce ” Each group discusses and chooses a reporter to show.
3.Read the passage and answer the questions in 3b.
◎Key:
(1)It was first drunk about 5,000 years ago.
(2)Some leaves from a tea plant fell into the boiling water when Shen Nong was 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 sage 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.
4.Complete the sentences with the correct forms of the verbs in the box in 3c.
◎Key: (1)invented　(2)drunk　(3)produced　(4)brought　(5)traded
Step 5　Language points
by accident; It's said that…; smell; without doubt; take place…
Step 6　Exercise(详见课件资源)
Step 7　Homework
1.Required:
Draw a mind map and retell the passage.
2.Optional:
(1)Remember the words and phrases in this lesson.
(2)Retell the passage with the help of the key words.
第三课时 (Grammar Focus-4c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
This lesson is about grammar of the unit, focusing on the passive voice with the simple past tense, including declarative sentences, general questions, special questions and answers.
Why:
Through what they have learned before, students have initially perceived and tried to use the passive voice with the simple past tense, and through the design of activities such as observing, summarizing and exploring, it can further help students to master the use of the passive voice of the simple past tense. It will stimulate students to explore the rules of the English language actively.
How:
4a changes the active voice into the passive voice to help students master key structures of the passive voice in the simple past tense, which is “was/were done”. 4b helps students further practice the target language and consolidate the grammatical structure of the passive voice in the past tense. 4c helps students distinguish between the active voice and the passive voice and consolidate the structure and use of the passive voice in a real context.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to correctly derive the basic structure of the passive voice from different contexts through observation and generalization.
2.To be able to understand and use the structure of the passive voice in the simple past tense, and to be able to convert the active voice and the passive voice freely.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.Review and consolidate the vocabulary and phrases learned in Section A part to achieve the goal of skillful use.
2.The use of the passive voice in the simple past tense.
Teaching Difficulties:
1.Explore and learn sentence patterns that ask about when something was invented, who it was invented by, and what it is used for.
2.Change the active voice into the passive voice.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Free-talk
Let students review what they have learned about tea.
T: When was tea invented
S1: It was invented about 5,000 years ago.
T: Who was it invented by
S2: It was invented by Shen Nong.
T: How was tea invented
S3: …
Step 2　Presentation
1.Let students look at Grammar Focus, and find the passive voice.
2.Present the sentence patterns of the passive voice by showing the examples.
3.Let students do translation practice.
(1)茶是被神农发明的。
(2)这个蛋糕不是我昨晚做的。
(3)“这些故事是你去年写的吗 ”“是的。”
(4)这张照片是在哪儿拍的
◎Key:
(1)Tea was invented by Shen Nong.
(2)The cake wasn't made by me last night.
(3)—Were the stories written by you last year —Yes, they were.
(4)Where was this picture taken
Step 3　Grammar Focus
1.Present the usage situation of the passive voice by showing the examples.
2.Show the ways to change the active voice into the passive voice and some special examples that don't use the passive voice.
Purpose To further reinforce the basic structure of the passive voice by identifying passive structures in the examples.
Step 4　Exercise
1.4a. Rewrite the sentences using the passive voice.
◎Key:
(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 by our parents not to go out alone.
(5)The book was translated into different languages by different writers.
2.plete the sentences with the correct forms of the verbs in the box.
◎Key: (1)were invited　(2)were brought　(3)was locked; rang　
(4)were told; broke　(5)were eaten; liked
3.4c. Decide whether active or passive forms should be used in these sentences. Write the correct forms in the blanks.
◎Key: was invented; was born; worked; learned; was invented; was said; is used
Purpose To reinforce the target language by reading how the telephone was invented.
4.Show more information about the inventor of the telephone to expand students' knowledge.
Step 5　Summary(详见课件资源)
Step 6　Homework
1.Required:
(1)Grammar exercises.
(2)Make a conversation about 4c.
2.Optional:
Write something about an everyday item with the passive voice.
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