Unit 6 When was it invented Section A 1a-2c教学设计2025-2026学年人教版（2012）英语九年级全册

Unit 6 When was it invented? Section A 1a-2c I. Basic Information Teaching Material：PEP Grade 9 English, Unit 6 When was it invented? Section A 1a- 2c Teaching Duration：45 minutes Target Students： Grade 9 Students Teaching Aids： Multimedia equipment (PPT with invention pictures/videos), textbook, blank answer sheets for listening tasks. II. Teaching Objectives 1. Knowledge & Skill Objectives • Perceive and master historical information (inventor, invention time) of 4 common inventions: telephone, car, TV, computer; and 3 special inventions: shoes with special heels, shoes with lights, hot ice-cream scoop. • Master accurate English pronunciation rules for years (e.g.1875 = eighteen seventy-five, 1900 = nineteen hundred, 2001 = two thousand and one, 531 = five hundred and thirty-one). • Understand and apply the past tense of the passive voice to talk about inventions, focusing on core sentence patterns: "When was the + invention + invented? It was invented in + year." "Who was the + invention + invented by? It was invented by + inventor." "What is the + invention + used for? It’s used for + function." • Develop listening skills: Extract specific information (invention time, inventor, function) from dialogues and complete matching/filling tasks. 2. Affective & Attitudinal Objectives • Arouse interest in English learning through discussions about familiar daily inventions. • Cultivate awareness of observing life and respect for inventors’ creativity. • Inspire initial innovation consciousness: Encourage students to think about how inventions solve life problems, and guide them to "become observant and caring individuals". III. Teaching Key & Difficult Points 1. Teaching Key Points • Memorize historical information of core inventions: • Master year pronunciation rules and core passive voice sentence patterns for talking about inventions. 2. Teaching Difficult Points • Flexibly use passive voice sentence patterns to conduct natural conversations about inventions (e.g., simulating the dialogue between Alice and Grandma). • Accurately extract and organize listening information (e.g., matching inventions with years in 1b, filling in the blank dialogue of 1b). IV. Teaching Procedures Step 1: Warm-up & Lead-in (5 minutes) 1. Video Appreciation: Play a short video about inventions ("Enjoy a video: What’s the video about?"). After playing, ask students to answer the question aloud. Guide them to conclude the video topic is "inventions" to connect with the unit theme. 2. Guess the Invention: Show pictures of 4 core inventions (telephone, car, TV, computer) on the PPT. Invite students to guess their English names one by one. Confirm correct answers together (e.g., "Yes, this is a telephone.") to activate prior knowledge of invention vocabulary. Step 2: Presentation of Invention Information & Passive Voice (8 minutes) 1. Introduce Inventors with Pictures: Show pictures of inventors (Alexander Bell, Karl Benz, J.L. Baird) alongside their corresponding inventions (telephone, car, TV) ( "Who invented these?"). Present complete passive voice sentences on the screen: "The telephone was invented by Alexander Bell." "The car was invented by Karl Benz." "The TV was invented by J.L. Baird." For the computer, present: "The computer was invented by some scientists and engineers". Read each sentence aloud, and ask students to repeat 2 times to familiarize with the passive voice structure. 2. Year Pronunciation Guidance: Display 4 year pronunciation rules on the PPT: 1. Two-digit groups: 1875 = eighteen seventy-five; 1989 = nineteen eighty-nine 2. Last two zeros: 1800 = eighteen hundred; 1900 = nineteen hundred 3. Millennium years: 2000 = two thousand; 2001 = two thousand and one 4. Non-four-digit years: 531 = five hundred and thirty-one Read each example slowly, emphasizing stress. Ask students to practice in pairs: One student says a year number, the other reads it in English. Walk around to correct pronunciation. Step 3: Listening Practice (12 minutes) Task 1: 1a – Discuss Invention Order (3 minutes) • Ask students to open textbooks to 1a. Show the 4 inventions (telephone, car, TV, computer). Guide them to discuss in groups: "In what order do you think they were invented? Number them [1–4] (1 = first, 4 = last)". • Invite 2 groups to share their numbering results (e.g., "Group 1 thinks the order is telephone → car → TV → computer"). Do not confirm answers yet—tell students to verify through listening. Task 2: 1b – Match Inventions with Years (5 minutes) • Display the 1b task on the PPT: "Listen and match the inventions with the years" (years: 1876, 1885, 1927, 1971; inventions: a=car, b=computer, c=TV, d=telephone). • Play the 1b listening material for the first time. Ask students to mark matches on their answer sheets. • Play the material a second time. Allow students to check and revise. Then present the correct answers on the screen (1876-d, 1885-a, 1927-c, 1971-b) and confirm with the class. Task 3: Fill in the Alice-Grandma Dialogue (4 minutes) • Show the incomplete dialogue from the PPT (e.g., "Alice: Was your life very ________ when you were a kid? Grandma: Oh, ________. Why?"). • Play the 1b listening material for the third time. Ask students to fill in blanks with words they hear (answers: difficult, not really, telephone, was invented, 1876, history, cars, weren’t invented, were invented, 1885, have a TV, afford, expensive, was invented, 1927, computer, were invented, 1971). • Invite a pair of students to read the completed dialogue aloud. Correct pronunciation and grammar errors if needed. Step 4: Oral Practice (15 minutes) Task 1: 1c – Pair Work about Inventions (7 minutes) • Explain the 1c task: "Talk about the time, the inventor and your feeling of some inventions with your partner" using the given sentence patterns: A: When was the ... invented? B: It was invented in ... A: Who was it invented by? B: It was invented by ... A: What is your favourite invention? B: My favourite invention is…, because it is… • Provide students with invention cards (telephone/1876/Bell; car/1885/Benz; TV/1927/Baird; computer/1971/scientists) for reference. Ask students to practice in pairs for 5 minutes. • Invite 3–4 pairs to present their dialogues in front of the class (e.g., "A: When was the telephone invented? B: It was invented in 1876. A: Who was it invented by? B: It was invented by Alexander Bell."). Task 2: 2a–2c – Talk about Special Inventions (3 minutes) 1. 2a – Number Inventions by Listening: Show pictures of 3 special inventions (shoes with special heels, shoes with lights, hot ice-cream scoop) on the PPT. Play the 2a listening material. Ask students to number the inventions [1–3] in the order they hear. Confirm the correct order (shoes with lights- 1, hot ice-cream scoop-2, shoes with special heels-3) . 2. 2b – Complete the Function Chart: Display the 2b chart from the PPT: Play the 2a listening material again. Ask students to fill in the chart (answers: changing the style of the shoes, seeing in the dark, serving really cold ice-cream). Remind students to "use 首字母快速记录" (record key words by first letters) if needed. 3. 2c – Make Conversations about Functions: Task 3: Make a report(5 minutes) Step 5: Summary & Homework (5 minutes) 1. Summary 2. Homework Must do: 1. Try to retell the story of 1b (the Alice-Grandma dialogue); 2. Preview 2d & Grammar Focus. Try to do: Find an invention that interests you and find out when, why it was invented. 学科网（北京）股份有限公司 $