【www.guakaob.com--教案】
教学准备
1. 教学目标
1. 语言知识目标：
1) 能掌握以下单词： heel, scoop, electricity, style, project, pleasure, zipper, daily, website, pioneer, list, mention
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.
2) 能谈论物品被发明的时间、发明者，表达某发明的用途。
2. 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。 2. 教学重点/难点
1. 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：
—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. 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。
3. 教学用具
多媒体设备
4. 标签
教学过程
教学过程设计
I. Warming up
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: AlexanderBell
S3: J. L.Baird
Let Ss match the inventions and the inventors.
Ⅱ. Presentation
引导学生们学习一般过去时态的被动语态结构。
让学生们看大屏幕的如果爱和发明者的图片,并将句子改为被动语态。
如：
T: Karl Benz invented the first carin 1885.
The first carwas invented (by Karl Benz) in 1885.
Ⅲ. Talking
1. Look at the pictures in 1a.Discuss with your group, in what order do you think they were invented? Try tonumber them [1-4].
2. Ss discuss with theirpartners and number the pictures.
3. Talking about theinventions:
A: I think the TV was invented before the car.
B: Well, I think the TV was invented after theTV.
Ⅳ. Listening (1b)
1. T: Tell Ss look at thepictures and years on the left.
2. Play the recording forthe Ss to listen.
3. Ss listen to theconversation and try to match the invention with the proper year.
4. Play the recordingagain.
5. Check the answers.
Ⅴ. Pair work (1c)
1. Ss try to remember theinvention and the year.
2. Student B, cover thedates. Student A, ask Student B when the things in the picture in 1b wereinvented. Then change roles and practice again.
3. Let some pairs ask andanswer in pairs.
e.g. A: Whenwas the telephone invented?
B: I think itwas invented in 1876.
…
Ⅵ. Learning the new words & Listening
Look at the pictures thenlearn the new words.
Work on 2a:
T: Tell Ss they will hear some interesting inventions.
1. Look at the pictures in2a. Discuss the things whatthey are used for.
2. Play the recording forthe Ss to listen and number the pictures.
3. Play the recordingagain to check the answers.
Work on 2b:
1. Let Ss read the chartbelow. Explain some main sentences for the Ss. Make sure they know what to do.
2. Play the recording forthe Ss to fill in the blanks.
3. Play the recordingagain to check the answers.
4. Listen again and fillin the blanks.
Ⅶ. Pair work (2c)
1. Tell Ss to make conversationsusing the information in 2b. Make a model for the Ss. A: What are the shoes with special heels usedfor?
B: They are used for changing the style ofthe shoes.
2. Let some Ss makeconversations using the information in 2b.
3. See which group doesthe best.
Ⅷ. Role-play(2d)
1. Read the conversationsand Let Ss read after the teacher.
2.Explain some new words and main points in the conversation.
3.Ask Ss to role-play the conversation in groups.
X. Language points
1.Well, you do seem to have a point…
have a point 有道理
e.g. I admit (that) you have a point. 我承认你有理。
2. They are used for seeing in the dark.
be used for doing sth.表示“被用来做某事”。相当于beused to do sth. e.g. This computer is used to control all themachines. 这台电脑是用来控制所有机器的。
Do you know what this tool is used for?
你知道这工具是用于做什么的？
3.Think about how often it’s used in our daily lives. think about 表示“考虑，想起”
e.g. He is thinking about travelling in thesummer 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。
【拓展有关think 其它的短语】
think of 指“考虑，记忆，记起”
如：Youthink of everything! 你全都提到了。 Ican’t think of his name at the moment. 我一时想不起他的名字。 think sth. over指“仔细想，审慎思考，作进一步考虑” 如：Pleasethink over what I said.请仔细考虑我说的话。 Iwant to think it over. 我想仔细考虑一下这件事。 think sth. out 指“想通，想出，熟思”
教学准备
1. 教学目标
掌握一般过去时的被动语态的特殊疑问句
2. 教学重点/难点
一般过去时的被动语态的特殊疑问句结构是“疑问词+be动词+主语+动词的过去分词+其他？”
3. 教学用具
4. 标签
教学过程
Step 1 Warming up
T: Can you tell me some great inventions that are important in our daily life?
Ss: Yes. The mobile phone, the computer, the airconditioner, the fridge, the light and so on.
T: Yes. The inventions have changed our life.
Step 2 Presentation (1a)
Look at the four things in 1a. In what order do you think they were invented? Get the students to discuss them with their group. Then number them [1－4]．
Step 3 Listening (1b)(有一定难度，增设听力训练题见素材三)
1. Listen for the general idea of 1b.
The general idea of the conversation is about _______．
A. who invented the things B. when the things were invented
C. where the things were invented
[答案] B
2. Listen for the specific ideas of 1b.
Get the students to listen and match the inventions with the years.
[答案] d；a；c；b
3. Check their work with the whole class.
Step 4 Pairwork (1c)
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„invented?
B: I think it was invented in„
Step 5 Presentation
T: Look at the picture in 2a. There are some inventions on the table. What are they?
Ss: They are shoes with special heels, shoes with lights and hot ice-cream scoop.
T: They are small inventions and they can make our life more
interesting and convenient. Two students are talking about them. Step 6 Listening (2a－2b)
1. Get the students to listen and number the inventions [1－3] in the order they hear them in 2a.
2. Have the students listen again and complete the chart in 2b.
[答案] 1.3; 1; 2 2.changing; in the dark; serving
Step 7 Practice (2c)
Ask the students to make conversations in pairs using the information in 2b.e. g.
A: What are they used for?
B: They are used for„
Step 8 Roleplay (2d)
1. Read for the main idea of 2d.(略读，了解大意)
The main idea of 2d is about _______．
A. some small inventions B. a small invention—the zipper
C. a school project
[答案] B
2. Read for the specific ideas of 2d.(细读，把握关键信息点)
Read the conversation again and find out the answers to the following questions.
(1)Who invented the zipper？ (2)When was the zipper invented?
(3)When was it used widely?
[答案] (1)Whitcomb Judson. (2)In 1893. (3)Around 1917.
3. Read after the tape.
4. Read the conversation aloud in pairs.
5. Roleplay the conversation in pairs. Then go to the front of the classroom and perform it to the whole class.【unit,6,when,was,it,invented教学设计】
Step 9 Language points(详见P212 课堂互动探究)
be used for, be invented by„
课堂小结
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)。【unit,6,when,was,it,invented教学设计】
课后习题
将下列句子变被动语态
1.Edison invented the light bulb .
The light bulb _____ ______ _______ Edison.
2. Students like their teacher.
Their teacher _____ ____ by students.
单选
1. It’s useful for____ really cold ice cream.
A. scooping B. scooped C. scoop D. scoops
2. Anna is ____ to choose her own clothes.
A. allowed B. allows C. allowing D. allow
3.They won’t be back until the work____.
A. is done B. do C. does D. will do
4.The task can ____ next week.
A. do B. did C. be done D. be do
Unit 6 When was it invented?
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： heel, scoop, electricity, style, project, pleasure, zipper, daily,
website, pioneer, list, mention
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.
2) 能谈论物品被发明的时间、发明者，表达某发明的用途。
2. 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。
二、教学重难点
1. 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：
—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. 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。
三、教学过程
I. Warming up
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.
Ⅱ. Presentation
引导学生们学习一般过去时态的被动语态结构。
让学生们看大屏幕的如果爱和发明者的图片,并将句子改为被动语态。
如：
T: Karl Benz invented the first car in 1885.
The first car was invented (by Karl Benz) in 1885.
Ⅲ. Talking
1. Look at the pictures in 1a. Discuss with your group, in what order do you think they
were invented? Try to number them [1-4].
2. Ss discuss with their partners and number the pictures.
3. Talking about the inventions:
A: I think the TV was invented before the car.
B: Well, I think the TV was invented after the TV.
Ⅳ. Listening (1b)
1. T: Tell Ss look at the pictures and years on the left.
2. Play the recording for the Ss to listen.
3. Ss listen to the conversation and try to match the invention with the proper year.
4. Play the recording again.
5. Check the answers.
Ⅴ. Pair work (1c)
1. Ss try to remember the invention and the year.
2. 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.
3. Let some pairs ask and answer in pairs.
e.g. A: When was the telephone invented?
B: I think it was invented in 1876.
…
Ⅵ. Learning the new words & Listening
Look at the pictures then learn the new words.
Work on 2a:
T: Tell Ss they will hear some interesting inventions.
1. Look at the pictures in 2a. Discuss the things what they are used for.
2. Play the recording for the Ss to listen and number the pictures.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the chart below. Explain some main sentences for the Ss. Make sure they
know what to do.
2. Play the recording for the Ss to fill in the blanks.
3. Play the recording again to check the answers.
4. Listen again and fill in the blanks.
Ⅶ. Pair work (2c)
1. Tell Ss to make conversations using the information in 2b. Make a model for the Ss.
A: What are the shoes with special heels used for?
B: They are used for changing the style of the shoes.
2. Let some Ss make conversations using the information in 2b.
3. See which group does the best.
Ⅷ. Role-play(2d)【unit,6,when,was,it,invented教学设计】
1. Read the conversations and Let Ss read after the teacher.
2. Explain some new words and main points in the conversation.
3. Ask Ss to role-play the conversation in groups.
X. Language points
1. Well, you do seem to have a point…
have a point 有道理
e.g. I admit (that) you have a point. 我承认你有理。
2. They are used for seeing in the dark.
be used for doing sth.表示“被用来 做某事”。 相当于be used to do sth.
e.g. This computer is used to control all the machines.
这台电脑是用来控制所有机器的。
Do you know what this tool is used for?
你知道这工具是用于做什么的？
3. Think about how often it’s used in our daily lives.
think about 表示“考虑，想起”
e.g. 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。
【拓展有关think 其它的短语】
think of 指“考虑，记忆，记起”
如：You think of everything! 你全都提到了。
I can’t think of his name at the moment. 我一时想不起他的名字。
think sth. over指“仔细想，审慎思考，作进一步考虑”
如：Please think over what I said.请仔细考虑我说的话。
I want to think it over. 我想仔细考虑一下这件事。
think sth. out 指“想通，想出，熟思”
如：He thought out a new idea. 他想出了一个新主意。
That wants thinking out. 那件事需要仔细考虑。
Homework
Recite the conversation in 2d.
Section A 2 (3a-3c)
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：by accident, ruler, boil, remain, smell, saint, national, take place, doubt, without doubt
2）阅读短文，能按要求找到相应的信息。
3）通过阅读提高学生们的阅读能力。
4) 了解茶叶被发明的历史及生产制作的简要过程。
2. 情感态度价值观目标：
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。
二、教学重难点
1. 教学重点：
1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
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。
2. 教学难点：
1) 阅读短文，获得相关的信息的能力。
2) 理解并运用所学的词汇及表达方式。
三、教学过程
Ⅰ. Revision
1. Check the homework.
2. Role-play the conversation in 2d.
Ⅱ. Lead-in
一、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:
It’s about the tea.
Lu Yu.
Ⅲ. Reading
Work on 3a:
1. Tell Ss to read the article quickly and match each paragraph with its main idea. Para. 1
Para. 2
Para. 3
1
2
3
4
5
九年级英语Unit 6 When was it invented? Section A(1a-2c) 教学反思
英语对于现在的学生来说，是一门比较难学的学科。许多学生都说英语真困难，不愿意学习它。从而导致他们学习的不太理想。最近，有件事情使我感触太深了。认识到了学生不是学不好，而是存在着有他们不愿意学习、学习积极性不高等的因素.
由于学习谈论发明时间，发明人和用途等，我觉得直观教学比较适合，所以我就把这节课制作成了课件。
Teaching contents: When was it / were they invented?
What is it / are they used for?
Teaching aims: Let students talk about the dates of inventions , inventors and functions . Teaching tools: tape recorder and powerpoint
我首先通过
通过图片引出“What was... invented? ”句型。然后通过答语“I think it was invented in 1876.” 引出年代，让学生对数字进行复习巩固。接着让学生进行对话练习。这样顺其自然地导入能调动学生的积极性，为后面的课堂话题真正展开作好铺垫。
3．展示目标，让学生了解本节课学掌握的主要内容。
4.看图片排序，完成1a.根据图片引导学生重点练习before, after。
5.听力练习：（1）听录音，完成1b.学生听前看图片，看数字。注意听关键字。
（2）利用图片，学习heel, style, scoop等生词。
（3）听录音，完成2a, 为你听到的发明物排序。教师指出注意关键字。
（4）再听一遍录音，完成2b表格，注意关键字。
（5）阅读课本139页的听力材料，完成短文。
6.当堂检测:检测反馈本节学生掌握的情况。
7.总结：总结本节课所学内容。
8.作业：（1）根据2b编一个小对话。（2）完成课时分层训练二十一.
教学反思：
本堂课的收获和优点：
1．本节课调动了学生的学习积极性。
2．时间调控较好。
本堂课的不足：1.老师讲的过多，学生练习的少。2.声音过大，老师太累。3.导入部分时间过长。4.本节课的设计是教师为学生做的太多，考虑的太多，因放开手让学生多思考。
5.听力部分，不应做过多铺垫，这样听起来反而没有挑战。让学生体验失败，反复尝试。6.生生互动不多，今后应该再多设置一些师生互动，生生互动的活动。7.本节英语课上我的讲解基本上还拘泥于教材的信息，而开放型的、能激发学生想象力与创造力和发散学生思维的课堂比例还较小。
通过这次听评课活动，我的收获很大，在今后的英语教学中我要以学生为主体，教师为引导。多鼓励差生开口说英语，并能及时地表扬他们。教师要有课堂效益意识。教学效益首先体现在课堂教学信息量、教学活动的广度和密度以及媒体的使用上。有效的媒体手段有助于课堂容量、密度和速度的提高。尤其是在英语课堂上适当地使用多媒体手段，不但可以活跃课堂，更能提高学生的参与面，短、频、快的大容量课堂节奏能有效的吸引并集中学生的学习注意，从而最终提高学习的听课效益；其次，课堂效益意识还体现在教学的设计中要充分为学而教，以学生如何有效获取知识，提高能力的标准来设计教学。课堂设计要有助于学生在课堂上积
极参与，有助于他们有效内化知识与信息，复习过程中要重视学习方法的指导，在教学中恰当地渗透中考的信息，拓宽教学内容。
在今后的教学中,我要不断的更改教学方式,要从根本培养起学生学习的兴趣。只有兴趣才是最好的老师。好的先生不是教书,不是教学生,而是教学生学。
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