新版新目标九年级unit6教案.doc

课题名称
When was it invented?
主备人

时间

单 元
Unit 6
课 时
Section A 1 (1a-2d)
学情分析
In this period, we will learn to talk about the history of inventions with passive voice. We will do some listening and reading practice in understanding the target language in spoken conversation.
教学目标

1. 语言知识目标：
1) 能掌握以下单词： heel, scoop, electricity, style, project, pleasure, zipper, daily, website, pioneer, list, mention 
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.  
2) 能谈论物品被发明的时间、发明者，表达某发明的用途。
2. 情感态度价值观目标：
   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：

—When was the telephone invented?  
 —I think it was invented in 1876. 

—What are they used for? 
 —They are used for seeing at night.

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。

教学设计
二次备课
I. Warming up 
Look at the things below. Then play the conversation:
T: Do you know what these inventions are?
S1: It’s a car. 

Ⅱ. Presentation 

Listening (1b)
1. T: Tell Ss look at the pictures and years on the left. 
2. Play the recording for the Ss to listen. 
3. Ss listen to the conversation and try to match the invention with the proper year.   
4. Play the recording again. 
5. Check the answers. 

Ⅲ. Pair work (1c)
1. Ss try to remember the invention and the year.   
2. Student B, cover the dates. Student A, ask Student B when the things in the picture in 1b were invented. Then change roles and practice again. 
3. Let some pairs ask and answer in pairs.   
e.g. A: When was the telephone invented?  
B: I think it was invented in 1876. 
…  Learning the new words & Listening 
Look at the pictures then learn the new words.

Ⅳ.Work on 2a:

T: Tell Ss they will hear some interesting inventions.   
1. Look at the pictures in 2a. Discuss the things what they are used for.  
2. Play the recording for the Ss to listen and number the pictures.  
3. Play the recording again to check the answers. 
Ⅴ.Work on 2b: 
1. Let Ss read the chart below. Explain some main sentences for the Ss. Make sure they know what to do.  
2. Play the recording for the Ss to fill in the blanks.  
3. Play the recording again to check the answers. 
4. Listen again and fill in the blanks. 
 Ⅵ.Pair work (2c)
1. Tell Ss to make conversations using the information in 2b. Make a model for the Ss. 
  A: What are the shoes with special heels used for?
  B: They are used for changing the style of the shoes. 

2. Let some Ss make conversations using the information in 2b.  
3. See which group does the best.   

Ⅶ. Role-play(2d) 
1. Read the conversations and Let Ss read after the teacher.  
2. Explain some new words and main points in the conversation. 
3. Ask Ss to role-play the conversation in groups. 
Ⅷ.Language points
1.have a point 有道理
 e.g. I admit (that) you have a point.  我承认你有理。
  2. They are used for seeing in the dark.
be used for doing sth.表示“被用来 做某事”。 相当于be used to do sth. 
 e.g. This puter is used to control all the machines. 
这台电脑是用来控制所有机器的。
 3.think about 表示“考虑，想起”
 e.g. He is thinking about travelling in the summer holidays. 
他正在考虑暑假旅游的事。

【拓展有关think 其它的短语】 
 1.think of 指“考虑，记忆，记起”
I can’t think of his name at the moment. 我一时想不起他的名字。

2.think sth. over指“仔细想，审慎思考，作进一步考虑”
如：Please think over what I said.请仔细考虑我说的话。 

3.think sth. out 指“想通，想出，熟思”
如：He thought out a new idea. 他想出了一个新主意。

布置作业

Recite the conversation in 2d.

课后反思

课题名称
When was it invented?
主备人

时间

单 元
Unit 6
课 时
Section A 2 (3a-3c)
教材分析

In this period, we will mainly learn the history of the invention of tea and mastered the use of passive voice through the reading material

教学目标

1. 语言知识目标：

1) 学习掌握下列词汇：by accident, ruler, boil, remain, smell, saint, national,   take place, doubt, without doubt   

2）阅读短文，能按要求找到相应的信息。
3）通过阅读提高学生们的阅读能力。
4) 了解茶叶被发明的历史及生产制作的简要过程。

2. 情感态度价值观目标：

  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) 掌握本部分出现的生词和词组，达到熟练运用的目标。

2) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。

教学难点

1) 阅读短文，获得相关的信息的能力。

2) 理解并运用所学的词汇及表达方式。

Ⅰ. Revision 
1. Check the homework. 
2. Role-play the conversation in 2d.  
Ⅱ. Lead-in  
 一、播放视频《茶叶的起源》，让学生们了解中国的茶文化，及茶叶被发明的渊源，并了解其发展过程。
1. What is the video about?  
2. Who is the writer of Cha Jing? 
  Ss try to answer the questions:  
It’s about the tea.    
Lu Yu. 
Ⅲ. Reading 
Work on 3a: 
1. Tell Ss to read the article quickly and match each paragraph with its main idea. 
Para. 1 
Para. 2 
Para. 3 
Ss read the article quickly and match each paragraph with its main idea.  
2. 方法指导：先阅读所给的三句话，然后快速阅读短文，抓住每一段的主题句，找到答案。
3. 学生们，按老师指导的方法进行阅读，并快速阅读三个段落。 
4. 最后，教师让部分学生回答答案，并校对答案。
Para. 1 How tea was invented by accident 
Para. 2 Lu Yu and his book Cha Jing
Para. 3 How tea spread to other countries

Work on 3b: 
1. 告诉学生们再次阅读短文内容，并回答3b中的所有问题。
2. 学生们先阅读这些问题，理解它们的意思，然后带着相关问题仔细回读短文，并在短文的相关信息处划线。
3. 让学生们回答问题，并校对答案。 
① It was first drunk nearly 5, 000 years ago. 
② It was invented by accident. 
③ Lu Yu. 
④ It’s about how tea plants were grown and used to make tea. 
⑤ It is believed tea was brought to Korea and Japan during the 6th and 7th centuries. Tea didn’t appear until around 1660 in England.   
4. 让学生读一下自己的答案，并改正答案。
Ⅳ. Work on 3c.
plete the sentences with the correct forms of the verbs in the box. 

1. 告诉学生们本学习活动的要求：用所给单词的适当形式填空。
2. 让学生们读3c中的内容，理解每个句子的大体意思。  
3. 学生们阅读句子内容，回想短文的内容，选择恰当的单词并用其恰当形式填空。
4. 如果不能直接填上，可以再去阅读短文，在相关的内容处，再仔细进行阅读，找到相关信息，并完成句子。
5. Check the answers。  
( 1. invented 2. drunk 3. produced 4. brought 5. traded ）
Ⅴ.  Language points
1. by accident     偶然；意外地
e.g. The little girl knocked the glass by accident.
     小女孩不小心碰落了玻璃杯。。
2. remain   v.  保持不变；剩余
① 作连系动词，后跟名词、形容词、不定式、分词等做表语。指保持某种状态。
e.g. Peter bee a manager, but Mike remained a worker. 
     彼得成为经理，可迈克仍是工人。
② 作不及物动词，意为“剩余”。
e.g. Only a few leaves remained on the tree. 
      树上仅剩下几片叶子。
3. national    adj.  国家的;  民族的
nation (国家) + al → national 
e.g. The group of dancers wore national dress.
     那群跳舞演员穿着民族服装。
4. without doubt  毫无疑问；的确
e.g. Li Na, without doubt, is the best tennis player in China.
   毫无疑问，李娜是中国最优秀的网球运动员。 
5. take place    发生；出现
① 是不及物动词，不能用于被动语态；常指事先安排或事发有因的事情。 
e.g. Her sister’s marriage took place at 8:00 today. 
       她姐姐的婚礼今天八点举行。
② 辨析：happen则常指偶然发生的事情
e.g. I happened to see Peter on my way to the museum.
      在去博物馆的路上我碰巧遇到皮特。
6. It is said that…是个常见句式，表示“据说……”, that后面接完整的句子。
e.g. It is said that thirteen is an unlucky number in many Western countries.
  据说在许多西方国家13是个不吉利的数字。
7.《茶经》是我国唐代一部有关茶叶及品茶的专著，作者陆羽。该书共
   分三卷十节，全面叙述了茶叶生产的历史，源流，生产技术以及饮茶
   技艺和茶道原理，享有 “茶叶百科全书”之美誉。

布置作业

Finish the exercises in the workbook.

课后反思

课题名称
When was it invented?
主备人

时间

单 元
Unit 6
课 时

Section A 3
(Grammar Focus-4c)

教材分析

In this period, we will learn how to talk about the history of inventions using the passive voice and master the use of active voice and passive voice. Through the practice, we will also develop our speaking and writing skills.
教学目标

1. 语言知识目标：

1) 学习掌握下列词汇：
fridge, low, somebody, translate, lock, earthquake, sudden, all of a sudden, biscuit, cookie, instrument 
2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）进一步学习运用一般过去时态的被动语态。
4) 掌握主动语态变被动语态的方法，并通过不同方式的练习，来熟练运用。

2. 情感态度价值观目标：

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) 学习生词fridge, low, somebody, translate, lock, earthquake, sudden, all of a sudden, biscuit, cookie, instrument
2) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。

教学难点

1) 一般过去时态的句子变为被动语态。

2) 综合运用所学的知识进行练习运用。

教学设计
二次备课

Ⅰ. Warming- up and revision 

1. Have a dictation of the new words learned in the last class. 
2. Review some main phrases we learned in the last class. Check the homework.  

Ⅱ. Grammar Focus. 

一般过去时态的被动语态的构成 ：
 英语有两种语态：主动语态和被动语态。主动语态表示主语是动作的执行者，而被动语态则表示主语是动作的承受者。如：
We cleaned the classroom yesterday. 
我们昨天打扫了教室。
(主动语态，主语we是clean这一动作的执行者)
The classroom was cleaned yesterday. 
教室昨天被打扫。
(被动语态，主语the classroom是clean这一动作的承受者)
一、一般过去时被动语态
一般过去时被动语态的结构为“主语+ was /were +及物动词的过去分词 (+by+动作的执行者).”。如： 
Trees were planted last spring.
去年春天种了树。
1. 肯定句： 
主语 + was/were +及物动词的过去分词 + 其他. 
Paper was invented by Chinese people two thousand years ago.  
纸是中国人在二千多年前发明的。 
2. 否定句： 
主语 + was/were not +及物动词的过去分词 + 其他. 
Women were not allowed to take part in the games at first. 
开始妇女不允许参加奥运会。  
3. 一般疑问句： 
Was/Were +主语 +及物动词的过去分词 + 其他? 
  Were these pictures drawn by your sister? 
这些图片是由你妹妹画的吗？  
二、被动语态的用法：
1. 不知道谁是动作的执行者，或没有必要指出谁是动作的执行者。
    e.g. English is spoken all over the world.   全世界都在说英语。
2. 需要突出或强调动作的承受者。
   e.g. This dictionary is used by most students. 
       这本字典是大多数学生在用的。
三、主动语态变被动语态应注意的问题
1. 有些短语动词相当于及物动词，变为被动句时介词或副词不能去掉。 
  They put off the meeting because of the weather.  
  The meeting was put off because of the weather.  
会议因天气的缘故被推迟了。  
2. 含有双宾语的主动句变为被动句时，通常把指“人”的间接宾语变为主语，指“物”的直接宾语保留不变；如果把指物”的直接宾语变为主语，则在间接宾语前加to或for。  
  My aunt gave me an e-dictionary yesterday.
 I was given an e-dictionary yesterday. 
An e-dictionary was given to me yesterday.  
3. 主动句中感官动词see/hear/watch/feel等和使役动词make/let/have等后跟省略to
的动词不定式，变为被动语态时应加上不定式符号to。
I saw a heavy man enter the house.  
A heavy man was seen to enter the house.  
4. 系动词、不及物动词或某些短语动词（happen, take place, e true, fall asleep…）没有被动语态。 
What happened to Mr. Brown?   
布朗先生发生了什么事？ 
Ⅲ. Practice

Work on 4a: 
1. Tell Ss to read the sentences in 4a and rewrite the sentences using the passive voice. 
2. 做题方法点拨示例：
① 点拨：原句为一般过去时态，原句的谓语动词为sold，宾语为the fridge；改为被动语态时，应将the fridge作主语，谓语动词用was sold的形式。 
They sold the fridge at a low price. → 
The fridge was sold at a low price. 
  ② 点拨：分析原句的句子结构可知，stole是谓语动词，my camera是句子的宾语；改为被动语态句时，应将my camera作句子主语，谓语动词用was stolen的形式。 
Somebody stole my camera from my hotel room.  →  
  My camera was stolen from my hotel room.  
学生们自主将其他三个句子变成被动语态。 
3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释，或做出合理的分析点拨。
  Where were these photos taken? 
  We were advised not to go out alone. 
  The book was translated into different languages by different writers. 

Work on 4b:  
plete the sentences with correct forms of the verbs in the box. 
1. 让学生们阅读方框中的词汇，了解词汇及句子的意思，为进行填词做好准备。
eat, like, invite, tell, lock, ring, break, bring
2. 认真阅读每个句子，根据上下文确定空格处应填的意思。
3. 逐句进行分析推敲，然后分析句子的时态及语态，用适当的形式填空。
1) You ____________ to the party last night, weren’t you? Why didn’t you go? 
2) The earthquake happened all of a sudden, but luckily the villagers _____________ to a safe place. 
3) The door ___________ when we arrived, so we ______ the bell. 
4) The students ___________ not to eat or  drink in class, but Ruby ______ the rule when she started eating a biscuit in science  class. 
5) The cookies __________ by the hungry kids in less than 20 minutes, and they really _____ them.  
4. 最后，通读一遍所有句子，进行综合理解，看句子的意思是否通顺，合理。
5. Check the answers with the Ss.   
  1. were invited   2. were brought   
3. was locked, rang (前一句中，门是被锁的，故应用被动语态；后一句中，我们去按门铃，是主动语态。)  
4. were told, broke (前一句中，学生们是被告诉不要做这些事情，故应用被动语态；后一句中，Ruby违反规则，则是主动语态。)  
5. were eaten, liked (前一句中，饼干是被孩子们吃掉了，故应用被动语态；后一句中，孩子们喜欢这些饼干，则是主动语态。) 
Ⅳ. Practice 

Work on 4c: Decide whether active or passive forms should be used in these sentences. Write the correct forms in the blanks.  
1. 先通读小短文，了解大意。
The telephone ______________ (invent) by Alexander Graham Bell. He __________ (born) in 1847. Mr. Bell ________ (work) on the invention of the telephone with Thomas Watson. 
In 1875, Mr. Bell _________ (learn) how to send musical notes through an instrument similar to a telephone. Finally, the telephone _____________ (invent) in 1876. The first sentence that _________ (say) on the telephone by Mr. Bell was “Mr. Watson, e here; I want to see you.” Today the telephone ________ (use) around the world.  
2. 逐句分析每一句话的意思，确定句子主语和谓语动词之间主动或被动关系。
3. 结合句子的时态，填上正确的形式。
4. 复读短文，看是否通顺。
5. Check the answers

布置作业
Review what we have learnt in this class and finish the exercise book.
课后反思

课题名称
When was it invented?
主备人

时间

单 元
Unit 6
课 时
Section B 1 (1a-2e) 
教材分析
In this class, we will learn how to use adjectives to describe food. We will also do much listening, speaking, writing and speaking practice by learning the history of some inventions using the target language.
教学目标
1. 语言知识目标：
1) 能掌握以下单词：crispy, salty, sour, by mistake, customer, the Olympics, Canadian, divide, divide…into, basket, popularity, look up to, hero, professional    
2) 能掌握以下句型：
①  Potato chips were invented by mistake. 
②  It is believed that the first basketball game in history was played on December 21, 1891.
③  Dr. Naismith divided the men in his class into two teams and taught them to play his new game.
④  At the same time, they need to stop the peting team from getting the ball into their own basket. 
⑤  These stars encourage young people to work hard to achieve their dreams.  
2. 情感态度价值观目标：
  了解世界上一些对人类有着重大意义的发明的相关信息，开阔学生的眼界，养成勤于思考，善于发现的好习惯，培养学生的创造精神。

教学重点

教学重点： 
1)  掌握本课时出现的生词及用法。
2)  进行听力训练，提高综合听说能力。 
3)  阅读短文，获得相关信息，提高学生们的综合阅读能力。

教学难点
1) 听力训练
2) 阅读2b部分的短文并完成相关要求。

教学设计
二次备课
Ⅰ. Warming up
1. Let Ss watch an interesting picture. 
2. Ask some questions about them. 
1. What did they eat? 
S1: Ice cream. 
2. What did the big dog think of the ice-cream?  
S2: Sweet, cool, and delicious! 
Well let’s look at some other delicious food, please. 
Ⅱ. Talking   
Work on 1a  
1. Tell Ss that the words in the box describe how food can taste. Write them under the correct pictures. Some pictures have more than one word. 
2. Ss work with their partners and try to write some proper words under the pictures.  
3. Let some Ss read their answers. Try to remember the new words.   
Work on 1b 
1. Let some Ss read the adjective words in the box. Make sure they all know the meaning of each word.  
2. Ss discuss with their partners. Try to write the name of a different food after each word.
Learn the new words together:

Ⅲ. Listening  
Work on 1c 
(1). Tell Ss the conversation is about how the potato chips were invented. The story is very interesting.   
(2). First, let one Ss read the sentences in 1c. Make sure they know the meaning of each sentence. 
1. Potato chips were invented by mistake. 
2. They were invented in 1863. 
3. The customer thought the potatoes were not thin enough.
 4. The customer said they were not salty enough.
5. George wanted to make the customer happy.
6. The custom was happy in the end.  
(3). Play the recording for the Ss. Listen for the first time. Play the recording again and judge T or F. 
  Keys: T, F, T, F, F, T
Work on 1d
1. Let Ss read the article in 1d first. Tell Ss to listen again and fill in t