Unit 6 When was it invented Section A 教案 2024-2025学年人教版英语九年级全册

Unit 6 When was it invented? Section A（1a-1c） Teaching Aims 1.语言能力：了解电话、小汽车、电视、电脑是什么时候被发明的。 2.思维品质：学会谈论物品是什么时候被发明的。 3学习能力：用一般过去时的被动语态谈论发明的历史。 Teaching Difficulties 用一般过去时的被动语态谈论发明的历史。 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up 1. 四大发明不是重点，它只为引出后面将会出现的四个现代发明。2.老师可用发明改变生活这条线串联中国古代的四大发明和课本中出现的四个现代发明，让学生体会到，无论是古代还是现代，我们的生活因为这些发明变得更加便利。 Show Ss two pictures and asks: What are the people doing? (1. He is printing. 2. He is making paper.) · Show Ss the pictures of the four great inventions in ancient China and ask if they know the English names of these inventions. Then, ask them which invention was invented first and which was invented last. · Show Ss a video about the four great inventions in ancient China. After watching the video, T can make a conclusion that inventions change people’s lives. · T can ask Ss to think about how the four great inventions have changed people’s lives in ancient China. Step 2 Presentation & Practice 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.) 1a · 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. (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. 1b · 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 1c · 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 Language points learning invent v. “发明”，指经过认识和实践创造出前所未有的事物。 invention和inventor都是名词， 前者意为“发明”，后者意为“发明家”。 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 Step 4 Summary & Homework Summary · Ask Ss to do the exercises from PPT P27-28. Homework: · Preview the conversation in 2d. · Do the exercises in students’ book. Teaching Reflection This is the period for listening and speaking practice. Before listening, students talk about the four common things and get the words ready for listening. Then students listen and make conversations. The most important thing is to learn the passive voice in the past tense and teach students past participle forms. Unit 6 When was it invented? Section A（2a-2d） Teaching Aims 1.语言能力：了解发明的用处。 2.文化意识：懂得发明的重要性。 3.思维品质：学会表达发明被用作什么。 4.学习能力：用一般过去时的被动语态谈论发明的历史。 Teaching Difficulties 用一般过去时的被动语态谈论发明的历史。 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up · Give Ss a context and ask them to think about solutions for the problems. What inventions can you make to solve these problems? 1. You always hit your toe against something on the way to somewhere at night! 2. You wanted to get a scoop of ice-cream from the bucket, but the ice-cream was too hard! Step 2 Presentation & Practice Pre-listening · Show Ss PPT P9, 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 2a · Play the recording, ask Ss to listen and number the inventions in the order they hear. Answers: 3 shoes with special heels 1 shoes with lights 2 hot ice-cream scoop, runs on electricity 2b · Play the recording again. Ask Ss to listen and complete the chart. 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? Post-listening 2c · 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. (Tip: Each S should come up with one alternative use.) Optional choice: · Show more interesting inventions (PPT P16-20) to Ss and ask them to tell the usage for each. Step 3 Presentation & Reading 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 learning be used for sth. / doing sth. 意为“被用来做某事”，表示用途或目的，后接名词或动名词，相当于be used to do sth. be used for, be used by和be used as的区别是： be used for意为“用来做......”，后面跟名词、代词或者是v-ing形式，表示目的、用途，相当于be used to do sth。 be used by意为“被......使用者”，后面跟使用者。 be used as意为“被当做......使用”。 My pleasure也可说成It’s a / my pleasure.或 A pleasure.意思是 “我的荣幸；愿为你效劳；这是件愉快的事”。 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。 Step 5 Summary & Homework Summary · Ask Ss to do the exercises on PPT P35. Homework: · Preview the passage in 3a. · Do the exercises in students’ book. Teaching Reflection In this lesson, the most important thing is to learn the passive voice in the past tense and teach students past participle forms.We should learn some new words about this topic in 2d.We can get the students to practice the structure “be used for ... ” “Who was it invented by?” and “It was invented by ...”. Unit 6 When was it invented? Section A（3a-3c） Teaching Aims 1.语言能力：了解我国茶叶发明及其传播的简要历史。 2.文化意识：了解中国的茶文化，懂得有些发明来自于偶然。 3.思维品质：能通过快速阅读获取文章主旨或者段落大意。 4.学习能力：用一般过去时的被动语态谈论发明的历史。 Teaching Difficulties 用一般过去时的被动语态谈论发明的历史。 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up 由茶作导入只是一种思路，老师也可以以“意外中得来的发明”作为导入。 · Ask Ss if they know the most popular beverage in China. · Show Ss a video about Chinese tea culture, then ask them to name a few types tea. · Ask Ss if they know the name of the earliest book that introduced tea in Chinese history and it was wrote by whom. Step 2 Presentation & Reading 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 3a · 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: · Show PPT P18, 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. While-reading 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. Post-reading 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 3 Language points learning by accident “偶然; 意外地”, 相当于by chance It is said that ... “据说......”，that后接完整的句子,其中it是形式主语,that从句是真正的主语。 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。 smell作可数名词时意为“气味”，作不可数名词时意为“嗅觉”。作动词时意为“发出......气味；闻到”。 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。 take place的意思是“发生; 出现”，它易与happen混淆，二者的区别为： take place是不及物动词短语；常指事先安排或事发有因的事情。 happen是不及物动词；常指偶然发生的事情。 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。 此处只摘录部分语法点 Step 4 Summary & Homework Summary · Ask Ss to do the exercises from PPT P37-40. Homework: · Preview the grammar points in U6. · Do the exercises in students’ book. Teaching Reflection In this period, teacher should help students learn more about the Chinese tea culture. Students should practice the target language through different activities. Besides, teacher should encourage students to introduce more about tea using the passive voice. Unit 6 When was it invented? Section A（GF-4c） Teaching Aims 1.语言能力：了解电话发明的过程。 2.思维品质：学会运用一般过去时的被动语态改写句子。 3.学习能力：恰当使用一般过去时的被动语态。 Teaching Difficulties 被动语态的用法 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up 猜发明不是重点，重点是通过这个活动练习使用被动语态。 · Pair Work Ask Ss to pair up. S1 thinks of an invention and S2 asks questions about it. S2 should guess what the invention is by asking the questions. (Tip: Ss can follow the example on PPT P8, or they can make their own conversation. T should encourage Ss to use the passive voice.) Step 2 Presentation & Practice · Show Ss sentences with active voice and passive voice, ask them to find out the differences between them. · Use the sentences “Whitcomb Judson invented the zipper in 1893.” and “The zipper was invented by Whitcomb in 1893.”as an example, ask Ss to pay attention to the position change of each sentence component. 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 ... ）? 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. 4b · 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 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 3 Summary & Homework Summary · Ask Ss to do the exercises from PPT P23-24. Homework · Preview Section B 1a-1e. · Do the exercises in students’ book. Teaching Reflection In this period, students should learn the grammar. We must practice the active voice and the passive voice by rewriting sentences and remember the changes. 1 学科网（北京）股份有限公司 $$