Unit 5 Power of Ideas(Section A 1a-1d)教学设计2026-2027学年人教版九年级英语上册

该初中英语教学设计聚焦一般过去时被动语态（was/were invented, be used for），通过头脑风暴已知发明导入，结合图片匹配、小组讨论发明时间建立学习支架，衔接信息获取到被动语态的感知与运用。 特色在于听力分层推进（预测内容、抓取细节、自查答案）提升语言能力，小组合作与讨论中国发明环节培养思维品质，融入科技教育落实文化意识。借助多媒体视频与任务驱动教学，助力学生掌握被动语态运用，为教师提供听说结合、分层教学的实用方案。

课题 Unit 5 Power of Ideas Section A 1a-1d 课型 新授课 （听说） 第 一 课时 学习 目标 1. 借助图片、对话获取一些发明相关信息，感知一般过去时的被动语态的语义与基本结构。（学习理解） 2.基于物品的信息， 能够简单描述发明物品的外观、时间与用途（被动语态）。（应用实践） 3.了解古今发明，感受发明对日常生活带来的巨大改变。（迁移创新） 学习 重点难点 重点：掌握一般过去时的被动语态结构was /were invented and be used for, 并能简单描述发明的时间、发明者及用途。 难点：能够正确使用被动语态。 教学资源准备 多媒体 学习活动设计 设计意图及二次备课 Step 1 Lead in Ask them to say out some inventions they know. Step 2 Presentation 1). Ask them to look at the pictures and try to match the names with the things. 2).Ask them which one was invented first . Give them some time of the inventions and ask them to try to match the right times.(Discuss in groups) high-speed train in 1964 TV in 1839 plane in 1925 mobile phone in 1973 laptop in 1985 camera in 1903 3)Ask them to try to check the answers. (Show them a video about the time of these inventions ) 4) .Help them try to make sentences according to Step Two like : TV was invented in 1925. .... 5).Ask the students to show their sentences to their deskmates and then some students to show their sentences to all the students. Step 3. Listening. 1) .Before listening ,ask the students to predict what inventions they will hear and then try to guess what they are used for? 2) .Listen to the tape and choose the invention each conversation talks about and find out where they are from. 3).Ask two students to say out their answers . 4).Ask them to finish 1c.Before finishing ,ask them to read these sentences and try to guess, which one is true and which one is false. 5).Ask them to listen to the tape and finish 1c. 6)Ask them try to check the answers by themselves by reading the tape scripts. Step 4 Reading 1).Ask the students to read after the tape. 2) Ask them to read the conversations by themselves. Step 5 Further thinking 1) .Which one do you like ? Why？ 2) Do you know other Chinese famous inventions ? Who was it invented by ? When was it invented ? What is it used for ? 头脑风暴，让学生用英语说出更多的发明。 激发学生的学习兴趣，调动学生已有的知识，再小组合作中巩固词汇，初步感知被动语态。 激发学生的学习兴趣。增强学生的想象力。通过预测环节，锻炼学生预测推理、审题预判、获取已知信息、逻辑思维能力，帮助建立听力期待，降低听力理解难度。通过自查答案，对于未听懂的学生又让学生加深了自己对听力盲点的认知，对于听懂的学生来说，无疑又加深了对知识点的认知。 培养学生语言感知能力，熟悉英语语音、语调、连读，积累句型词汇，读起来更加朗朗上口。 通过对话操练、对话展示巩固学生运用，并针对对话的追问，感受发明对日常生活带来的巨大改变 板书设计 Unit5 Power of ideas （Section A 1a-1d） high-speed train in 1964 被动语态: TV in 1839 主语+ be (am/is /are/was/were )+ done plane in 1925 The camera was invented in .... mobile phone in 1973 It’s used for ... . laptop in 1985 camera in 1903 作业 Level A ：Write about an invention you like best , including when it was invented ,who it was invented by ?. Level B ：Write an invention you like best,including when it was invented ,who it was invented by ?.what it looks like and what it is used for ? 教学反思及学生达成评价 本节课以发明为主题，先让学生说出自己知道的发明，再看图识词导入，学生们比较有兴趣，学生参与度较高，听力教学分层推进，先预测，再听抓取细节做判断，训练学生听力答题策略。课堂融入科技教育，落实情感目标。 少数学生听力细节难抓住，语言输出仍需要加强。 学科网（北京）股份有限公司 $