新目标英语九年级全册教案Unit9 When was it invented?(新目标版九年级英语上册教案教学设计)
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第一课时
Section A
教学目标：
学习一般过去时的被动语态和特殊疑问句
Step 1 Warming up
Show some pictures or things to the student, and writes the words(telephone, computer, TV, alarm clock, light bulb, calculator battery-operated slipper) on the blackboard.
T: What can you see in the picture?
S: We can see a light see a light bulb.
Ask students to read the words together.
Step 2 Watching and talking
Choose inventions in the book to ask students to guess when each one was invented. Have several different students guess and write the date on the blackboard, and ask them to number the pictures in the order what they think.(According to the time when they were invented?)
T: When was the car invented?
S1: I think it was invented in 1885
S2: I think it was invented before the computer.
S3: I think it was invented after the TV.
Step 3 Listening and practice.
Ask five students to read the date of these things invented. Then, play the tape, the students match the inventions with the dates.
Use this information to practice 1c,and ask several groups to role play 1c.
Step 3 Listening and practice.
Ask five students to read the date of these things invented. Then, play the tape, the students match the inventions with the dates.
Step 4 Listening
2a Make sure they know the meaning of these things. Then play the tape, the students number the inventions
2b Read the instruction. Listen again, match the inventions with their inventors and uses
Read the listening text and understand it.
Step 5 Pairwork
Ask students to use the information in 2b to make dialogue, and then present them for other students.
Homework： Write the words.
第二课时
教学目标：熟练掌握被动语态用法，学会用被动语态表达对发明事物的认识和看法。
Step 1 Revision
Ask students to use “be invented be used for ”to ask and answer the questions. Point out it is passive voice.
Use “allow sb to do sth, be allowed to do sth” to make sentences, lead them to say which one is passive voice, which one is active voice.
主动语态：主语是谓语动词的执行者。
被动语态：主语谓语动词的承受者。
Step 2 Grammar Focus
Read the sentences in Grammar Focus and translate them into Chinese. Then find out the structure of the special question.
Step 3 Competiton
Ask students to recite the sentences in several minutes, and then have a dictation between boys and girls.
Step 4 Pairwork
Read the instruction, make sure they understand “What are helpful inventions? What are annoying inventions?”
Divide them into two groups to make a list of five helpful inventions and five annoying inventions. Ask several students to read out the work and tell why?
Step 5 Practice
Have a competition among the groups, find out which group recite the dialogue the most quickly.
Step 6 Imagine
Ask them “If you were alone on a tiny island, you can take 5 things, What things do you choose and why”
Exercise：
翻译句子：
1．电池拖鞋用来在黑暗里照明。
2．计算器是1971年发明。
3．电脑是谁发明的？
4．你认为最有用的发明是什么？
5．每天电灯给人民更多的时间去工作，去玩。
第三课时
Section B
教学目标：学会表达这些创造和发明对你的生活的帮助或对生活质量的提高的认识。
Step 1 Warming up
T: I like apples best. What kind of fruit/food/drink do you like best?
S: I like French fries.
T: Why?
S: Because it’s very crispy and salty.
Write the things and the tastes on the blackboard, and ask them to read them together.
Step 2 Presentation
Ask students to look at the pictures in 1a, and answer “What are they?” and then describe how food tastes and finish 1a and 1b.
Step 3 Listening
Play the tape, circle “T” “F”
Key point:
1. by mistake 错误的，偶然的（by accident, by chance）
I took your umbrella by mistake.
2. in the end = at last = finally 最后，终于
Step 4 Listening
Listen to the tape again sentence by sentence, and ask them fill in the blank. At last, ask them to read the listening text follow the tape.
Exercise:
同意句转换：
1. When did they build the school?
When ______ the school_______ ？
2. How do you make a cake?
How ______a cake _______ ?
3. I filled the basket with flowers.
The basket ______ ______ with flowers
4. This sad story was written by Charles Dickens.
Charles Dickens ______ this sad story.
5. We use it to open the door.
It ______ _______ to open the door.
第四课时
教学目标：
通过被动语态表达的发明和创造的事物来认识人类的科技进步和培养学生的创新能里来表达到情感，态度和价值观
Step 1 Revision
Ask students to describe the taste of some food. And ask : “What about tea? Who invented it? When was it invented?”
Step 2 Reading and Comprehending
3a Read the article and answer the questions in the book. Then make sure the students comprehend the whole passage.
Key point:
1. remain 指人逗留一定的场所，物逗留或保持原来的状态
stay 指人逗留一定的场所，不能指物。
I remained in the country for three days.
I stayed in the country for three days.
2. notice v. 注意 n. 注意=attention
She didn’t notice me.
He paid no notice/attention to her.
Step 3 Writing.
Read the instruction, and ask them to write an article using the notes in the box. Then several students read their article.
Homework: Recite 3a.
第五课时
教学目标：
巩固使用被动语态描述事物。
Step 1 Self Check
Part one, ask them to read the words in the box, and make sure they know the meaning of them.
Then the students fill in each blank with the correct words
Part 2, tell them the information of these inventions. Divide them into several groups to write different things. And ask them to read their work.
Homework: Write the words.
第六课时
教学目标： 阅读理解文章的意思
Step 1 Free talk
Ask: “ What do you think is the most popular sports in the world? Do you like basketball? Do you know when the basketball was invented?”
Step 2 Reading.
At first, students read the passage by themselves and find out the answers of the questions in Part 3b. Then learn the passage carefully.
Key points:
1. over = more than 表示数量，程度 “在…以上， 超过”
He is over forty.
2. including prep. “包括（某人/某物）, 在内” 相当于 having sb/sth as a part.
include v. = have sb/sth as a part of a whole “包含，包括（某人/某物）”
3. invent 指运用想象力，创造出新事物
Bell invented the telephone.
discover 指发现原来存在，但是尚未被人挖掘或认识的事物
Columbus discovered America in 1492.
find out 指经过努力“把搞…清楚”
We have to find out when the class meeting will take place.
4. divide 分开，划分
Let’s divide ourselves into several groups.
5. the number of + 复数名词 表示“…的数量”，该结构做主语时，谓语动词用单数
a number of+ 复数名词 表示“许多” 相当于many, a lot of, 做主语时，谓语动词用复数
The number of students in our class is 38.
A number of students are in the classroom.
Homework: Read the article.

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