学情分析
Unit1 When was it invented?
Section A 2d-3c
本单元要求学生谈论主要发明的历史及用途，然后针对各项发明的用途及特点，发表自己的看法。本节课以茶的发明历史为话题，活动的设计引发学生的好奇心，而且有利于开阔学生的思路，培养创造精神，展开丰富的想象力，人人都能成“小发明家”。
学生在第一课时学习了本单元的section A中1a至2c部分，基本能听懂，会说本单元的重要词汇，在图片，相关信息的提示下，能较好的运用重要句型结构和掌握主、被动语态及它们之间的转换。但学生基础不牢固，前面学过的单词和句型容易忘记。或者对主、被动语态学习还一知半解。所以在课堂教学中应面向整体，及时复习相关的知识，同时设计上要注意活动的多样性，激发他们的兴趣，让每一位学生能得到不同的收获。
效果分析
Unit 1 When was it invented?
Section A 2d-3c
读前：以问题问答的形式对2d 的预习进行检测，有效的复习了本单元的语法重点被动语态的一般过去时。告诉学生People spent a long time inventing some things like zippers. But some inventions were invented all of a sudden. Today we are gong to learn an accidental invention.通过比较，既激发了学生的好奇心，又导入3a语篇。
读中：侧重于训练学生的阅读技能。如根据图片信息预测语篇谈论的主题；通过细节寻找构建思维导图，掌握篇章结构，并根据思维导图复述语篇。
读后：以教材为基本，但又不拘泥于课本，利用思维导图创设情境，促使学生感悟和体验教学内容和生活的内在联系，培养学生语言技能和语言运用能力。通过习主席的寄语落实情感态度价值观目标。
不足之处：整堂教学紧紧围绕阅读策略的训练而展开。如预测策略，在导入阶段要求学生通过图片来预测语篇所谈话题。阅读策略教学过程中可能会出现多种策略，要处理好不同策略的教学。但多种阅读策略的训练要主次得当。有些阅读策略，如预测、略读、寻读、细读等，几乎是每节阅读课需要渗透的，应在进行策略训练时把握好主次轻重。
课后反思
Unit 1 When was it invented?
Section A 2d-3c
本节课以茶的发明历史为话题，活动的设计引发学生的好奇心，而且有利于开阔学生的思路，培养创造精神，展开丰富的想象力。学生在第一课时学习了本单元的section A中1a至2c部分，基本能听懂，会说本单元的重要词汇，在图片，相关信息的提示下，能较好的运用重要句型结构和掌握主、被动语态及它们之间的转换。但学生基础不牢固，前面学过的单词和句型容易忘记。或者对主、被动语态学习还一知半解。所以在课堂教学中应面向整体，及时复习相关的知识，同时设计上要注意活动的多样性，激发他们的兴趣，让每一位学生能得到不同的收获。
为实现本节课的学习目标，我设计了以下教学环节。
读前：以问题问答的形式对2d 的预习进行检测，有效的复习了本单元的语法重点被动语态的一般过去时。告诉学生People spent a long time inventing some things like zippers. But some inventions were invented all of a sudden. Today we are gong to learn an accidental invention.通过比较，既激发了学生的好奇心，又导入3a语篇。
读中：侧重于训练学生的阅读技能。如根据图片信息预测语篇谈论的主题；通过细节寻找构建思维导图，掌握篇章结构，并根据思维导图复述语篇。
读后：以教材为基本，但又不拘泥于课本，利用思维导图创设情境，促使学生感悟和体验教学内容和生活的内在联系，培养学生语言技能和语言运用能力。通过习主席的寄语落实情感态度价值观目标。
不足之处：整堂教学紧紧围绕阅读策略的训练而展开。如预测策略，在导入阶段要求学生通过图片来预测语篇所谈话题。阅读策略教学过程中可能会出现多种策略，要处理好不同策略的教学。但多种阅读策略的训练要主次得当。有些阅读策略，如预测、略读、寻读、细读等，几乎是每节阅读课需要渗透的，应在进行策略训练时把握好主次轻重。
教学设计
Unit1 When was it invented?
Section A 2d-3c
教材分析
本单元要求学生谈论主要发明的历史及用途，然后针对各项发明的用途及特点，发表自己的看法。本节课以茶的发明历史为话题，活动的设计引发学生的好奇心，而且有利于开阔学生的思路，培养创造精神，展开丰富的想象力，人人都能成“小发明家”。
学情分析
学生在第一课时学习了本单元的section A中1a至2c部分，基本能听懂，会说本单元的重要词汇，在图片，相关信息的提示下，能较好的运用重要句型结构和掌握主、被动语态及它们之间的转换。但学生基础不牢固，前面学过的单词和句型容易忘记。或者对主、被动语态学习还一知半解。所以在课堂教学中应面向整体，及时复习相关的知识，同时设计上要注意活动的多样性，激发他们的兴趣，让每一位学生能得到不同的收获.
学习目标
知识与能力：识记文中重点词汇accident It is…that… take place …，掌握一般过去时被动语态的各种句式结构；掌握重点词汇的用法，会主动语态与被动语态之间的转换；读懂课文，理解文中含有被动语态的句子；能运用被动语态对话交流。
过程与方法：学生在预习中归纳文中出现的accident It is…that… take place …等词汇的用法，勾划不会的词、句，课堂有学困生上向“小老师”请教，补充笔记，师生共同解决与预习中不会的问题，在展示中，了解学生预习情况和请教效果。通过听读音和学生自己读课文，小组合作交流，培养学生语感，提高阅读能力，加深对课文的理解。在个各环节中，通过讨论与交流。及时评价延时评价等，在巩固检测中检验课堂教学效果。
情感态度价值观目标：加强知识与实践的联系，培养学生的学习兴趣。
学习重点、难点
重点:重点词汇accident It is…that… take place，重点语法：被动语态
难点：被动语态
五．教学手段
多媒体
六．课前准备
Look through the conversation of 2d and answer these questions.
1.Who was the zipper invented by?
2.When was the zipper invented?
3.Where can zippers be seen in our daily lives?
4.When was the zipper widely used?
七．学习过程
教学步骤
教师活动
学生活动
设计意图
Before reading
1. Check the answers to the questions of 2d.
2. Tell the ss that people spent a long time inventing some things like zippers. But some inventions were invented all of a sudden. Today we are gong to learn an accidental invention.
Ask and answer in pairs.
Listen to the teacher carefully.
通过对2d预习的检查，了解拉链的意识，并口头运用被动语态的过去时进行表达复习巩固语言结构。
通过比较，既激发了学生的好奇心，又导入3a语篇 。
While listening
1. Ask students to predict the invention mentioned in the passage according to the picture given.
2.Ask the ss to read the passage quickly and match each para with its main idea.
3. Ask students to read para1 and finish the main-map
4. Let students read papa2
and finish the main-map
5. Let students read papa3
and finish the main-map
6. Ask students to look at the main-map and have a summary of the whole passage.
.
Look at the picture and predict the invention mentioned in the passage
Skim the passage and match.
Read para1 and finish the main-map.
Read para1 and finish the main-map.
Read para1 and finish the main-map.
Look at the main-map and have a summary of the whole passage.
培养学生利用有效信息进行预测的能力。
培养学生快速阅读，通过寻找关键字或关键句概括段落大意的能力。
Step 3/4/5培养学生通过寻找细节信息构建思维导图的能力。
培养学生利用思维导图复述语篇的能力。
After listening
1. Get the ss to work in groups to have a discussion of zipper according to the information given. And make a report about zipper using a passage.
Ask students to make conversations.
2. Show the wishes from Chairman Xi.
Discuss in groups and report using a passage.
Read and try to understand.
以教材为基本，但又不拘泥于课本，利用思维导图创设情境，促使学生感悟和体验教学内容和生活的内在联系，培养学生语言技能和语言运用能力。
落实情感态度价值观目标。
Homework
1.将课上小组所讨论的拉链的历史写下来，小组内互相批改。
2.上网查询有关Iphone6的信息，试着口头表述。
利用课后作业对学生所学内容进行进一步巩固和训练
课件16张PPT。An Accidental InventionSection A 2d-3cUnit 1Pair work1. Who was the zipper invented by?2. When was the zipper invented?3.Where can the zipper be seen?4. When was the zipper used widely?The zipper was invented by Whitcomb Judson.It was invented in 1893. The zipper can be seen on dresses, trousers, shoes, bags…almost everywhere.It was used widely around 1917.2dAn Accidental Invention--- TeaTea was invented by accident.Reading strategy1: prediction(预测)(We can make a prediction from the picture in the passage.)Skim(略读) and match each paragraph with its main idea. Para1
Para2
Para3Lu Yu and his book Cha JingHow tea spread to other countriesHow tea was invented by accident Reading strategy2: Search for the key words/sentencesHow tea was invented by accident Lu Yu and his book Cha JingHow tea spread to other countriesWhenWhoHowA storyReading strategy3: From general to detailsReading strategy3: From general to detailsPara1 How tea was invented by accident teawhenabout 5,000 years agowhoa Chinese ruler called Shen Nonghowby accidentprocessFirst,…was boiling…over…Then, some leaves from…fell into…
and remained…Next, …produced…At last, …tasted… Lu Yu and his book Cha JingPara2teaLu Yuthe saint of tea(He knew very well about tea.)Cha Jing how tea plants…and…where the finest tea leaves…and
what kind of water…how tea plants were grown
and used to make tea.where the finest tea leaves were
Produced and what kinds of water
were used.Para3How tea spread to other countriesteawhenwhereDuring the 6th and 7th centuriesKorea and JapanEnglandAround 1660In the 19th centuryWestern countries The Chinese are without doubt the ones who best understand the nature of tea.was broughtdidn’t appear untiltook placeSummaryPara1 It is said tea was invented by accident….teawhenabout 5,000 years agowhoa Chinese ruler called Shen Nonghowby accidentprocessFirst,…was boiling…over…Then, some leaves from…fell into…
and remained…Next, …produced…At last, …tasted… A few thousand years later,…Para2teaLu Yuthe saint of tea(He knew very well about tea.)Cha Jing how tea plants…and…where the finest tea leaves…and
what kind of water…how tea plants were grown
and used to make tea.where the finest tea leaves were
Produced and what kinds of water
were used.SummaryPara3It is believed that…teawhenwhereDuring the 6th and 7th centuriesKorea and JapanEnglandAround 1660In the 19th centuryWestern countries The Chinese are without doubt the ones who best understand the nature of tea.was broughtdidn’t appear untiltook placeSummaryPara3It is believed that tea was brought to Korea and Japan… teawhenwhereDuring the 6th and 7th centuriesKorea and JapanEnglandAround 1660In the 19th centuryWestern countries A small but great invention—— zippers Why…invented?Who…invented?When…popular?clothes and shoes with
rows of buttons(扣子)
difficult to put on and…(In the 1890s)A US engineer Whitcomb Judson(In 1893)Dr. Gideon Sunback
from Sweden (In 1913)(not )stay closedpopular around 1917strong, many colors and sizes
be opened and closely easily
can be seen on…
be popular and widely usedA small but great invention--ZipperDiscussionWords for reference (参考词汇)
clothes and shoes with rows of buttons
difficult to put on and take off
(not) stay closed
be opened and closed easily
strong, many colors and sizes
can be seen on…
be used widely
Report your discussion:
Zipper is such a small but great invention that it has changed the world….In the 1980sIn 1893A US engineer Whitcomb JudsonIn 1913Dr. Gideon Sun back from Sweden Around 1917NowadaysWishes from Chairman Xi As a Chinese, we should move
from “Made in China” to “Created in China”
from “China speed” to “China quality”
from “Chinese products” to “Chinese brands”Homework1.将课上小组所讨论的拉链的历史写下来，小组内互相批改。
2.上网查询有关Iphone6的信息，试着口头表述。教材分析
Unit1 When was it invented?
Section A 2d-3c
教材分析：本单元要求学生谈论主要发明的历史及用途，然后针对各项发明的用途及特点，发表自己的看法。本节课以茶的发明历史为话题，活动的设计引发学生的好奇心，而且有利于开阔学生的思路，培养创造精神，展开丰富的想象力，人人都能成“小发明家”。
学情分析：学生在第一课时学习了本单元的section A中1a至2c部分，基本能听懂，会说本单元的重要词汇，在图片，相关信息的提示下，能较好的运用重要句型结构和掌握主、被动语态及它们之间的转换。但学生基础不牢固，前面学过的单词和句型容易忘记。或者对主、被动语态学习还一知半解。所以在课堂教学中应面向整体，及时复习相关的知识，同时设计上要注意活动的多样性，激发他们的兴趣，让每一位学生能得到不同的收获。
教学重、难点。
重点:重点词汇accident It is…that… take place，重点语法：被动语态
难点：被动语态
教学目标（三维目标）
知识与能力：识记文中重点词汇accident It is…that… take place …，掌握一般过去时被动语态的各种句式结构；掌握重点词汇的用法，会主动语态与被动语态之间的转换；读懂课文，理解文中含有被动语态的句子,能运用被动语态对话交流。
过程与方法：学生在预习中归纳文中出现的accident It is…that… take place …等词汇的用法，勾划不会的词、句，课堂有学困生上向“小老师”请教，补充笔记，师生共同解决与预习中不会的问题，在展示中，了解学生预习情况和请教效果。通过听读
情感态度价值观目标：加强知识与实践的联系，培养学生的学习兴趣。
音和学生自己读课文，小组合作交流，培养学生语感，提高阅读能力，加深对课文的理解。在个各环节中，通过讨论与交流。及时评价延时评价等，在巩固检测中检验课堂教学效果。
观评记录
Unit 1 When was it invented?
Section A 2d-3c
授课
教师
朱
课题
Unit 1 When was it invented?
第二课时 Section A 2-3c
听课
地点
录播室
观课教师
评课地点
二楼会议室
这节课选自九年级第一单元第二课时，主要围绕“Inventions”这个话题展开讨论，谈论茶叶的历史，从语言结构上讲，学习被动语态的一般过去时。该教师坚持以学生为中心，以培养学生的自主学习合作探究为目的，以任务型学习贯穿始终，通过完成任务，不断地促使他们学习英语，提高他们的英语水平。而且教学中紧扣新课程标准，充分利用教材，教学中运用多媒体课件、图片等教学手段，不仅使学习过程自然轻松，而且增强了学习兴趣和认识水平。
主要优点:
1、朱老师很巧妙地运用思维导图来为我们呈现了一节Reading for writing的阅读教学课为有效进行阅读写作的教学提供了范例。她以学生的发展为根本，以新颖先进的教学方式引导学生积极参加学生参与教学活动，在整个活动中实现师生、生生互动，活动内容丰富多彩，接近学生生活，在互动、交谈、合作中实现教学。整个过程中教师关注学生学习策略，学习方法，学习态度。
2.、整个教学过程中，以学生为主体，注重在学习过程中加强对学生学习方法的培养，学习策略的渗透，情感的培养，真正朝着“学生发展”方向努力。重视情感态度与价值观的培养，教学过程中培养学生的团队合作和自主学习。
3、朱老师以教材为基本，但又不拘泥于课本，利用思维导图创设情境，促使学生感悟和体验教学内容和生活的内在联系，培养学生语言技能和语言运用能力。教学重难点突出。
教学建议：
朱老师整堂教学紧紧围绕阅读策略的训练而展开。如预测策略，在导入阶段要求学生通过图片来预测语篇所谈话题。阅读策略教学过程中可能会出现多种策略，教师要处理好不同策略的教学。但多种阅读策略的训练要主次得当。有些阅读策略，如预测、略读、寻读、细读等，几乎是每节阅读课需要渗透的，教师应在进行策略训练时把握好主次轻重。
评测练习
Unit1When was it invented?
Section A 2d-3c
Ⅰ.单项选择
（??）1.The kind of cup is used__________drinking.?????
A.to???????B.as??????C.by??????D.for
（??）2.My mother and my sister kept on talking,but my father
________silent all the time.
A.got????????????B.kept????????C.turned??????????D.looked
（??）3.I think the short story_________by Lu Xun.??
??????A.is writing????B.is written????C.written???????D.was written
（??）4.--Who________the electric light lamp______????—Edison.
A.was;invented??B.is;invented ?C.was;invented by??D.did;invented by
?
Ⅱ.根据括号内的要求改写句子。
1.They were invented by Julie Thompson. (改写否定句)
??They ____________??____________ by Julie Thompson.
2.Cai Lun invented paper.（改为被动语态）
??Paper??____________??___________??____________ Cai Lun.
3.Some clothes were given away to charity by me.（改为一般疑问句，并作肯定回答）
??_________ _________clothes given away to charity by ____________?
??Yes, ____________ ____________.
4.The car was invented?in 1885.(?对划线部分提问)
??____________??____________ the car invented?
5.We used it to scoop ice cream. (改写同义句)
??___________??__________??__________scooping ice cream by us.
A. busy B. fun C. boring D. happy
Ⅲ. 按照要求改写句子
1.Thomas Edison invented the light bulb.（改为被动语态）
___________________________________________________
2.They were invented last year.（就画线部分提问）
___________________________________________________
3.were,they,by,invented,Julie Thompson（连词成句）
___________________________________________________
4.Students should write something in the library.（改为被动语态）
___________________________________________________
5.news,told,was,good,she,she,as soon as,the,arrived（连词成句）
___________________________________________________
课标分析
Unit 1 When was it invented?
Section A 2d-3c
话题
发明（Inventions）
功能
能简要谈论发明的历史（Talk about history of inventions）
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.
It is believed that tea was brought to Korea and Japan during the 6th and 7th century.
语法
能够正确使用被动语态的过去时（Passive voice in the past tense）
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.
It is believed that tea was brought to Korea and Japan during the 6th and 7th century.
词汇和常用表达
1. 能够正确使用下列词汇
boil, math, remain, accidental, trade, ruler, smell
能够正确使用下列常用表达
take place , without doubt
学习策略
能制作思维导图，并借助思维导图记忆有关知识。
能通过快速阅读获取文章主旨或段落大意。
文化知识
了解我国茶叶发明及其传播的简要历史
