Unit 6 第1课时 1a～2d-【绿卡初中创新题】2025-2026学年九年级上册英语同步教案(人教版)河北专版

Unit 6 When was it invented? 课时 第1课时 Section A （1a~2d） 课型 新授课 教学目标 【知识与技能】 1. 能掌握下列词汇： heel, scoop, electricity, style, project, pleasure, zipper, daily, website, pioneer, list, mention 2.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.    【情感、态度与价值观】 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。 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。 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。 教学准备 多媒体课件或其他教学所需的工具 教 学 过 程 Step 1: Leading in 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. Step 2:Presentation  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.) 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.(1a) (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. 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 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:Work on 2a,2b,2c & 2d Pre-listening 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  Play the recording, ask Ss to listen and number the inventions in the order they hear.(2a) Answers: 3 shoes with special heels 1 shoes with lights 2 hot ice-cream scoop, runs on electricity  Play the recording again. Ask Ss to listen and complete the chart.(2b) 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? 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. (2c) (Tip: Each S should come up with one alternative use.) Optional choice: Show more interesting inventions to Ss and ask them to tell the usage for each. 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 【知识讲解】 1.invent (1)invent 作动词，意为“发明”，指经过认识和实践创造出前所未有的事物，发明以前从来未存在过的东西。was invented 是一般过去时的被动语态，结构为was/were+及物动词的过去分词。 Edison invented the light bulb in 1879. 爱迪生在1879年发明了电灯。 The light bulb was invented by Edison in 1879. 电灯是在1879年被爱迪生发明的。 Such books are written for children. 这类书是为儿童写的。 (2)invention和inventor都是名词， 前者意为“发明”，后者意为“发明家”。 (3)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 2.被动语态的特殊疑问句 When was the telephone invented? Who was it invented by? 这两个是一般过去时的被动语态的特殊疑问句，其结构是“疑问词+be动词+主语+动词的过去分词+其他？” —When were the plants watered? 这些植物什么时候被浇水的？ —They were watered yesterday morning. 他们是昨天早上被浇水的。 —Who were they watered by? 他们是由谁浇水的？ —They were watered by the students from Class 3. 他们是由三班的学生浇水的。 3.be used for,be used to do，be used as, be used by辨析 (1)be used for意思是“被用来做……”，for是介词，后面可接名词或动名词，所以后面接动词时，要用动词-ing形式，相当于be used to do sth.。be used for…意为“被用来做……”，强调用途、作用或目的。 (2)be used to do也意为“被用来做……”，相当于be used for sth./doing sth.。 (3)be used as…意为“被作为……而用”，强调被当作什么工具或手段用。 (4)be used by…意为“被……使用”，后面跟人，强调使用者。 The knife is used for cutting things. 刀是被用来切东西的。 The broom is used to sweep the floor. 扫把是被用来扫地的。 The room is used as a reading room. 这个房间被用作阅览室。 4.mention 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。 5.have a point have a point...有道理 I admit (that) you have a point. 我承认你有理。 6.think about think about表示“考虑，想起” 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。 think of指“考虑，记忆，记起” think sth. over指“仔细想，审慎思考，作进一步考虑” think sth. out 指“想通，想出，熟思” Step 5: Summary 建议：让学生自己总结本节课主要学习了什么，还有哪些疑惑？教师可作补充。 课堂作业 1.Review the conversation in 2d. 2.Preview the passage in 3a. 3.Do the exercises in students’ book. 板书设计 Unit 6 When was it invented? Section A（1a～2d） (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. 教学反思 1.这是听力和口语练习的时间。在听听力之前，学生讨论四种常见的事物，并准备好听力所需的单词。然后学生们听并进行对话。最重要的是要学会过去时的被动语态，教学生过去分词的形式。 2.在这节课中，最重要的是学习过去时的被动语态，并教学生过去分词的形式。我们应该在2d中学习一些关于这个话题的新单词。我们可以让学生练习“be used for...”“它是谁发明的?”和“它是由……发明的”。 学科网（北京）股份有限公司 $$