Unit
6
When
was
it
invented？（第3课时）
一、教材分析：
本课选自初中英语新人教版九年级（2014）新改版。谈论的话题是有关“发明”的话题。要掌握的结构是被动语态。本课时的教学内容是听力与口语相结合，重难点是词汇和短语教学。
二、三维目标：
1.知识和技能目标：
1）谈论重要发明的发明时间，发明者和用途。
2)
了解薯条、茶和篮球的发明历史。
2.过程与方法目标：
1）能运用所学知识练习被动语态的句式。
2）能用所学句型进行交际练习。
3.情感、态度和价值观目标：
充满想象力，善于观察事物，面对难题，用积极的态度解决，发挥创造能力，认识世界，改变世界。
3、
教学重点：
单词，短语和句型。
4、
教学难点：
运用被动语态谈论重要发明的时间、发明者和用途。
5、
教学策略：
通过谈论重要发明的练习，充分掌握被动语态的用法.
6、
教学准备:
多媒体课件
教科书
课前预习学案。
七、教学环节：
DISCOVERING
LANGUAGE
(1).Look
at
the
screen
and
complete
the
questions.
Let
the
students
do
it
by
themselves
on
their
books，and
ask
one
to
show
his
answers
to
the
class.
The
answers
are：
1).invented;
2)
help;
3)
afford;
4)
mine;
5)take.
(2).
Complete
the
following
questions；using
the
word
cues；make
necessary
changes.
Let
students
do
it
by
themselves
and
the
teacher
move
around
the
classroom，give
them
the
necessary
help.
Check
the
answers：
3c.
floor
;
two
;
the
ball
;
basket
young
people
;
200
James
Naismith
;
December
21
1891
;
Berlin
;
1936
;
basketball
;
basketball
DEVELOPING
SKILLS
1.
Listen
and
choose
the
best
response
to
what
you
hear.
First
listen
only,
then
do
it
the
second
time.
2.
Listen
to
Miss
Green’s
lecture
and
decide
whether
the
following
statements
are
true
or
false.
Make
the
answers
by
class
themselves.
3.
Work
in
pairs.
Interview
the
partners
in
your
group,
ask
them
some
questions
and
write
down,
then
report
to
the
class.
Read
the
passage
and
choose
the
best
answers
Tell
the
students
to
read
the
dialogues
carefully，and
think
it
over，then
complete
it.
First
ask
the
students
talk
about
his
or
her
answers
with
classmates.
Check
the
answers
:
1.
invent
;
nearly
;
all
of
a
sudden
;
doubt
;
websites
;
mention
1).
My
watch
was
stolen
by
someone
.
2).
Five
eggs
was
used
to
make
this
big
cake
by
them
.
3).
When
was
the
personal
computer
invented
by
them
?
4).
We
were
asked
not
to
run
in
the
hallway
by
them
.
5).
The
video
was
taken
back
to
the
store
by
someone
.
homework
1.Write
a
passage
about
a
new
invention
and
introduce
it.
2.Do
some
relevant
exercises
.
(设计说明：运用并拓展本课时所学知识，让学生在写作中进一步巩固所学知识，并掌握本课时的新词和短语。）
语法
:
被动语态的构成：
主语
+
be
+
动词的.过去分词
常见的几种时态的被动语态的句型。
一般现在时：主语
+
be
(
am
/
is
/
are
)
+动词的
过去分词
+
------.
一般过去时：主语
+
was
/
were
+
动词的过去分词
+
------.
一般将来时：主语
+
will
/
shall
+
be
+动词的
过去分词
+
------.
含情态动词时其构成：主语+情态动词
+
be
+
动词的.过去分词.
八、板书设计：
Unit
6
When
was
it
invented？1.
When
was
it
invented
？
Who
was
it
invented
by
?
What’s
it
used
for
?2.The
Passive
Voice：
Be
+动词的过去分词形式3.
be
used
for
doing
sth
九、教学反思：
本课主要话题是谈论重要发明的发明时间、发明者及用途。主要练习被动语态的句式用法。难度较大，但是学生们对发明话题很感兴趣，所以学习积极性很高。
反思这堂课的教学，我认为优点有以下几点：
1、从学生熟悉的话题入手，引导学生理解课文；
本节课教师从学生熟悉的发明话题入手与学生进行讨论，学生接受，全员参与，很好的调动了学生的学习热情，为整节课做好了铺垫。通过第一遍听录音回答简单问题，到第二遍听进一步回答问题，再到最后听并跟读，教学设计有层次性，由简到难，由浅到深，引导学生一步步进行学习。
2、利用点读笔做听读训练，方便高效，学生喜欢；
在学习单词和课文的环节，我利用点读笔的功能让学生听录音进行学习，由于点读笔发音清晰纯正，因此听得清，模仿得也好。学生最后朗读的时候不仅有声有色，表情也自然而然带了出来。由于模仿效果好，学生有了自信，特别是我利用点读笔下去到学生中间点读的时候，很多学生非常兴奋，声音洪亮整齐地到读课文。课堂气氛非常热烈。合理利用点读笔的功能，可以有效提高学生的学习效率，学习效果和学习热情。小学生处于学习英语的初级阶段，对正确的语音语调和语流中典型发音特征规律的了解和掌握学习对其以后的听说学习影响非常大。教师应注意在这些发音方面做处理。帮助学生掌握这些发音规律。
3.与学生积极进行了交流。尤其是小组学习过程和展示过程中，教师做到了很好的指导和精讲点拨，做到了三讲三不讲。教师的评价及时到位，评价语比较丰富。时间把握比较紧凑，均衡分配了单词和课文的学习时间和教学内容。
PAGE
1Unit
6
When
was
it
invented？（第4课时）
一、教材分析：
本课选自初中英语新人教版九年级（2014）新改版。谈论的话题是有关“发明”的话题。要掌握的结构是被动语态。本课时的教学内容是听力与口语相结合，重难点是词汇和短语教学。
二、三维目标：
1.知识与技能目标：掌握单词、短语和句型。
2.
过程与方法目标：通过对短文的阅读和复述，培养及时记忆的能力。
3.情感、态度和价值观目标：展开想象的翅膀，谈谈自己的创造发明，培养未来发明家。
三、教学重点：单词，短语和句型。
四、教学难点：运用被动语态谈论重要发明的时间、发明者和用途。
五、教学策略：通过谈论重要发明的练习，充分掌握被动语态的用法.
六、教学准备:多媒体课件
教科书
课前预习学案。
七、教学环节：
Step1
Lead
in
Talk
about
the
inventions.
How
many
different
kinds
of
inventions
do
you
know?
Can
you
give
some
examples?
Old
inventions
：abacus
inventions
binoculars，
Electric
stuffs，Transportations
，Food.
Step2
Presentation
How
do
they
taste?
crispy脆的
salty咸的sweet甜的bitter苦的red
bayberries
sour酸的
peppers
hot辣的
cookies，lemons，tea，candy，delicious
crispy，ice
cream；nice
salty
sweet，prune，sour
awful
Step3
Pairwork
Do
you
like
basketball?
Do
you
watch
basketball
games?
What
do
you
think
of
this
sport?
Do
you
know
when
basketball
was
invented?
And
do
you
know
how
it
was
invented?
Discuss
the
sport
with
your
partner
and
share
your
ideas
with
the
class.
Go
for
it
!
A
hard
floor
思维导图
Step4
Learning
strategy:
MIND-MAPPING
Changing
the
information
you
read
into
a
mind
map
may
help
you
remember
it
more
easily.
Read
and
complete
2c
Complete
the
mind
map
with
the
information
.
It
is
believed
that
the
first
basketball
game
in
history
was
played
on
December
21，1891.
人们认为历史上第一场篮球赛是在1891年12月21日。
It
is
believed
that
...意为“人们认为·
·
·
·
·
·
”，是固定句型，
其中it为形式主语，真正的主语为that引导的从句。其
他常见类似的句型还有：
It
is
said
that...据说??
It
is
supposed
that...据猜测??
Basketball
was
invented
by
a
Canadian
doctor
named
James
stop...from...
阻止......做......
see
sb
doing
sth看到某
人正在做某事
encourage
sb
to
do
sth
鼓励某人干某事
Step
5
Read
2b
quickly
again.
判断正误
1.Basketball
is
very
popular
in
China.
T
2.
Basketball
is
played
by
over
100
million
people
in
China.
F
3.
James
Naismith
was
born
in
1861.
T
4.
Basketball
became
an
Olympic
event
in
1936.
T
5.
Chinese
team
won
the
match
in
Berlin
F
Olympics.
2d
Use
what
you
remember
from
the
mind-map
to
answer
the
following
questions.
1.
Who
invented
basketball
and
how
is
it
played?
James
Naismith.
Players
on
the
same
team
must
work
together
to
get
the
ball
in
the
other
team’s
basket.
At
the
same
time,
they
need
to
stop
the
competing
team
from
getting
the
ball
into
their
own
Step6
Practice
Complete
the
passage
with
the
correct
forms
of
the
words
in
the
box.
invent,
doubt,
mention,
nearly,
website,
all
of
a
sudden.
Step7
Homework
Choose
an
invention
and
do
research
on
it.
Make
a
mind-map
of
the
information
you
find.Then
give
a
report
to
class.
八
板书设计
Unit6
When
was
it
invented
?I
Revision
II
Lead
in
III
Teaching
1.It
is
believed
that
the
first
basketball
game
in
history
was
played
on
December
21，1891.人们认为历史上第一场篮球赛是在1891年12月21日。It
is
believed
that
...意为“人们认为·
·
·
·
·
·
”，是固定句型，其中it为形式主语，真正的主语为that引导的从句。其他常见类似的句型还有：It
is
said
that...据说??It
is
supposed
that...据猜测??Basketball
was
invented
by
a
Canadian
doctor
named
James2.stop...from...
阻止......做......3.see
sb
doing
sth看到某
人正在做某事4.encourage
sb
to
do
sth
鼓励某人干某事
九、教学反思
本课主要话题是谈论篮球的历史。主要练习被动语态的句式用法。难度较大，但是学生们对发明话题很感兴趣，所以学习积极性很高。
PAGE
1Unit
6
When
was
it
invented？（第2课时）
一、教材分析：
本课选自初中英语新人教版九年级（2014）新改版。谈论的话题是有关“发明”的话题。要掌握的结构是被动语态。本课时的教学内容是听力与口语相结合，重难点是词汇和短语教学。
二、三维目标：
1.知识和技能目标：
1）谈论重要发明的发明时间，发明者和用途。
2)
了解薯条、茶和篮球的发明历史。
2.过程与方法目标：
1）能运用所学知识练习被动语态的句式。
2）能用所学句型进行交际练习。
3.情感、态度和价值观目标：
充满想象力，善于观察事物，面对难题，用积极的态度解决，发挥创造能力，认识世界，改变世界。
3、
教学重点：
单词，短语和句型。
4、
教学难点：
运用被动语态谈论重要发明的时间、发明者和用途。
5、
教学策略：
通过谈论重要发明的练习，充分掌握被动语态的用法.
6、
教学准备:
多媒体课件
教科书
课前预习学案。
七、教学环节：
DISCOVERING
LANGUAGE
(1).Look
at
the
screen
and
complete
the
questions.
Let
the
students
do
it
by
themselves
on
their
books，and
ask
one
to
show
his
answers
to
the
class.
The
answers
are：
1)It
was
invented
in
1876.
2)It
is
used
for
traveling.
3)
It
is
used
for
seeing
in
the
dark.
4)It
is
used
for
serving
really
cold
ice
cream.
(2).
Complete
the
following
questions；using
the
word
cues；make
necessary
changes.
Let
students
do
it
by
themselves
and
the
teacher
move
around
the
classroom，give
them
the
necessary
help.
Check
the
answers：
1).
invented
2).
drinked
3).
produced
4).
brought
5).
traded
DEVELOPING
SKILLS
1.
Listen
and
choose
the
best
response
to
what
you
hear.
First
listen
only,
then
do
it
the
second
time.
2.
Listen
to
Miss
Green’s
lecture
and
decide
whether
the
following
statements
are
true
or
false.
Make
the
answers
by
class
themselves.
3.
Work
in
pairs.
Interview
the
partners
in
your
group,
ask
them
some
questions
and
write
down,
then
report
to
the
class.
Read
the
passage
and
choose
the
best
answers
Tell
the
students
to
read
the
dialogues
carefully，and
think
it
over，then
complete
it.
First
ask
the
students
talk
about
his
or
her
answers
with
classmates.
Check
the
answers
:
4b.
1.
were
invented
2.
were
brought
3.
was
locked
;
rang
4.
were
telled
;
broke
5.
were
eaten
;
liked
4c.
was
invented
;
was
born
;
worked
;
learned
;
was
invented
;
was
said
;
was
used
homework
1.Write
a
passage
about
a
new
invention
and
introduce
it.
2.Do
some
relevant
exercises
.
(设计说明：运用并拓展本课时所学知识，让学生在写作中进一步巩固所学知识，并掌握本课时的新词和短语。）
语法
:
(一)
语
态
分
类
英语动词有两种语态.，主动语态和被动语态。主动语态表示主语是动作的执行者，被动语态表示主语是动作的承受者。如：
They
will
build
a
new
bridge
over
the
river.
(主动)
A
new
bridge
will
be
built
over
the
river.
(被动)
汉语中常用“被”、“给”、“由”、“受”等词用来表示被动，而英语用：
助动词be
+
及物动词的过去分词构成。
(二)
被动语态的时态、人称和数的变化主要体现在be的变化上，其形式与系动词be的变化形式完全一样。
一般现在时：am
/
is
/
are
+
done
一般过去时：was
/
were
+
done
一般将来时：shall
/
will
+
be
done
一般过去将来时：should
/
would
+
be
done
现在进行时：am
/
is
/
are
+
being
+
done
过去进行时：was
/
were
+
being
+
done
现在完成时：have
/
has
+
been
+
done
过去完成时：had
+
been
+
done
将来完成时：shall
/
will
+
have
been
+
done
过去将来完成时：should
/
would
+
have
been
+
done
［注］被动语态没有将来进行时和过去将来进行时。
八、板书设计：
Unit
6
When
was
it
invented？1.
When
was
it
invented
？
Who
was
it
invented
by
?
What’s
it
used
for
?2.The
Passive
Voice：
Be
+动词的过去分词形式3.
be
used
for
doing
sth
九、教学反思：
本课主要话题是谈论重要发明的发明时间、发明者及用途。主要练习被动语态的句式用法。难度较大，但是学生们对发明话题很感兴趣，所以学习积极性很高。
反思这堂课的教学，我认为优点有以下几点：
1、从学生熟悉的话题入手，引导学生理解课文；
本节课教师从学生熟悉的发明话题入手与学生进行讨论，学生接受，全员参与，很好的调动了学生的学习热情，为整节课做好了铺垫。通过第一遍听录音回答简单问题，到第二遍听进一步回答问题，再到最后听并跟读，教学设计有层次性，由简到难，由浅到深，引导学生一步步进行学习。
2、利用点读笔做听读训练，方便高效，学生喜欢；
在学习单词和课文的环节，我利用点读笔的功能让学生听录音进行学习，由于点读笔发音清晰纯正，因此听得清，模仿得也好。学生最后朗读的时候不仅有声有色，表情也自然而然带了出来。由于模仿效果好，学生有了自信，特别是我利用点读笔下去到学生中间点读的时候，很多学生非常兴奋，声音洪亮整齐地到读课文。课堂气氛非常热烈。合理利用点读笔的功能，可以有效提高学生的学习效率，学习效果和学习热情。小学生处于学习英语的初级阶段，对正确的语音语调和语流中典型发音特征规律的了解和掌握学习对其以后的听说学习影响非常大。教师应注意在这些发音方面做处理。帮助学生掌握这些发音规律。
3.与学生积极进行了交流。尤其是小组学习过程和展示过程中，教师做到了很好的指导和精讲点拨，做到了三讲三不讲。教师的评价及时到位，评价语比较丰富。时间把握比较紧凑，均衡分配了单词和课文的学习时间和教学内容。
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1Unit
6
When
was
it
invented？（第1课时）
一、教材分析：本课选自初中英语新人教版九年级（2014）新改版。谈论的话题是有关“发明”的话题。要掌握的结构是被动语态。本课时的教学内容是听力与口语相结合，重难点是词汇和短语教学。
二、三维目标：
1.知识和技能目标：1）谈论重要发明的发明时间，发明者和用途。
2)
了解薯条、茶和篮球的发明历史。
2.过程与方法目标：1）能运用所学知识练习被动语态的句式。
2）能用所学句型进行交际练习。
3.情感、态度和价值观目标：充满想象力，善于观察事物，面对难题，用积极的态度解决，发挥创造能力，认识世界，改变世界。
三、教学重点：单词，短语和句型。
四、教学难点：运用被动语态谈论重要发明的时间、发明者和用途。
五、教学策略：通过谈论重要发明的练习，充分掌握被动语态的用法.
六、教学准备:
多媒体课件
教科书
课前预习学案。
七、教学环节：
Step
1
leading-in
Tell
the
students
something
about
Tomas
Edison
and
his
inventions.
Get
the
students
to
brainstorm
some
other
inventions
and
their
inventions.
(设计说明：本环节以发明家爱迪生为切入点，引入本课的话题和重点句型，让学生通过听，说，看的形式，在教师的提示下自我发现并关注目标语言的形式和用法，同时呈现文中的部分生词和短语，为学生阅读扫除障碍。）
Step
2
listening
1.Get
the
students
to
guess
when
the
inventions
in
the
pictures
were
invented
and
ask
them
to
read
the
dates
individually
to
make
sure
they
can
make
it
.
2.
Play
the
tape
for
the
first
time
and
get
the
students
to
match
the
dates
with
the
inventions
and
then
check
the
answers.
3.
Play
the
tape
for
the
second
time
and
ask
the
students
to
read
after
the
recording
so
as
to
be
familiar
with
the
new
sentence
structures
.
(设计说明：先引导学生通过猜测的方式来谈论听力材料中出现的日期，再通过检测学生对年份的读法扫除听力过程中可能出现的障碍。）
Step
3
practice
Write
down
the
inventions
according
to
the
dates
or
inventors.
1.1885_____
2.1876_____
3.1927_____
4.1976_____
(设计说明：本环节通过小测验检测学生对听力材料及重点词汇和句型的掌握情况，同时检测对新单词的掌握）
Step
4
pair
work
Get
them
to
talk
about
the
dates
and
usages
of
different
inventions
to
consolidate
the
language
goals.
Questions
:
When
was
the
car
invented
?
Who
was
invented
it
?
What
is
it
used
for
?
(设计说明：本环节旨在通过口语练习巩固学生对目标语言的掌握，同时引出一个新结构
be
used
for.)
Step
5
summary
Ask
the
students
to
review
what
they
have
learnt
in
this
part,then
the
teacher
may
give
a
brief
summary.
(设计说明：通过让学生对本节课重点内容进行简单小结，帮助学生理清思路，形成清晰的概念，同时鼓励学生勤于思考，培养创新思维能力）
Step
6
homework
1.Write
a
passage
about
a
new
invention
and
introduce
it.
2.Do
some
relevant
exercises
.
(设计说明：运用并拓展本课时所学知识，让学生在写作中进一步巩固所学知识，并掌握本课时的新词和短语。）
八、板书设计：
Unit
6
When
was
it
invented？1.
When
was
it
invented
？
Who
was
it
invented
by
?
What’s
it
used
for
?2.The
Passive
Voice：
Be
+动词的过去分词形式3.
be
used
for
doing
sth
九、教学反思：
本课主要话题是谈论重要发明的发明时间、发明者及用途。主要练习被动语态的句式用法。难度较大，但是学生们对发明话题很感兴趣，所以学习积极性很高。
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