九年級(jí)英語全冊Unit10Whenwasitinvented？單元整理教案人教新目標(biāo)版

1、Unit 10 When was it invented?The First PeriodTeaching Aims and Demands1Knowledge Objects(1) Key Vocabulary：invent(2) Target LanguageWhen was the telephone invented?I think it was invented in 1876.2Ability Objects(1) Teach the students to use the new words.(2) Train the students to talk about the his

2、tory of inventions.(3) Train the students' listening and speaking skills with the target language.3Moral ObjectsMany important inventions have changed the world a lot. Do you know the inventors of them? And when were they invented?Teaching Key Points1Key Vocabulary：invent2Target Language：Talk ab

3、out the history of inventions.Teaching Difficult Points1Train the students to talk about the history of inventions.2Train the students to understand the target language in spoken conversation.Teaching Methods：1Listening. 2Groupwork. 3Pairwork.Teaching Aids1A tape recorder.2Some pictures or real obje

4、cts of the inventions.Teaching ProceduresStep Revision1Revise the language points in Unit 9. Ask some students to say something about Tina and the stories happened on April Fool's Day. Encourage them to use the Past Perfect Tense.2Check the homework by asking some students to share the sentences

5、 they made with the verbs with the class.Step 1aThis activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions.Have the students look at the example conversation in the box. Ask two students to read this conversation to the class.Then have the students talk

6、 about the five inventions in groups of four, using the sample conversation as a model.Ask several groups to tell the class their answers. The rest of the class listen to them and show they have different answers by raising their hands.In the next activity you will find out the real dates.Step 1bThi

7、s activity gives students practice in understanding the target language in spoken conversation.Get the whole class to read the instruction together.Call the students' attention to the five inventions in the picture. Ask five students to say the names of them.Then ask them to see the five dates w

8、ith a blank line in front of each.Play the recording a second time. Let the students match the inventions and the dates. Check the answers by asking several to say the answers to the class.Step 1cThis activity provides guided oral practice using the target language.Read the instructions and point to

9、 the list of dates in Activity 1b.Call the students' attention to the example in the box. Ask a pair of the students to read this conversation to the class.Ask several pairs to share their conversations with the class.Step SummaryIn this class, we've learned to talk about the history of inve

10、ntions with passive voice. We've also done some listening practice in understanding the target language in spoken conversation. And we've done much oral practice, using the target language.Step Homework1Write out two conversations in Activity 1a.2Write out two conversations in Activity 1 c.S

11、tep Blackboard DesignUnit 10 When was it invented?Section AThe First Period1The names of the five inventions:computer, car, calculator, telephone, TV set2Target language:A: When was the telephone invented?B: I think it was invented in 1876.教學(xué)反思：（四十四）年 月 日 引導(dǎo)學(xué)生通過對圖片，情景事物進(jìn)行描述，學(xué)習(xí)語言知識(shí)，在表達(dá)中培養(yǎng)語言么每個(gè)里。通過活動(dòng)，

12、把簡單的個(gè)人口頭間隙變?yōu)樨S富的互動(dòng)的協(xié)作的集體的訓(xùn)練過程，有效地培養(yǎng)學(xué)生的觀察能力，想象能力，口頭表達(dá)能力，聆聽能力等綜合能力。讓學(xué)生感到學(xué)習(xí)語言所帶來的成就感。Unit 10 When was it invented?The Second PeriodTeaching Aims and Demands1Knowledge Objects(1) Key Vocabularybe used for, adjustable, heel, battery, operate, slipper, scoop, electric(2) Target LanguageWhen was the car inv

13、ented?It was invented in 1885.Who were they invented by?They were invented by Julie Thompson.What are they used for?They are used for seeing in the dark.2Ability Objects(1) Train the students' listening skill.(2) Train the students' communicative competence using the target language.(3) Trai

14、n the students to use the new vocabulary.Teaching Key Points(1) Listening practice with the target language.(2) Make communications with target language.(3) Teach the new vocabularyTeaching Difficult Points1Teaching the Grammar Focus.2The listening practice with the target language.3Make communicati

15、ons with the target language.Teaching Methods：1Listening 2PairworkTeaching Aid：A tape recorderTeaching ProceduresStep Revision1Check the homework.2Revise the target language learned last class. Get the students to ask and answer questions in pairs.Step 2aThis activity provides listening practice wit

16、h the target language and review new vocabulary about inventions.Show these new words on a screen by a projector.Point to each one and teach them to read. Do it several times until the children can read them well.Ask a few students to read the new words. See if they can read each word correctly.Ask

17、the students to read the instructions together.Read the three names of the inventions and the students repeat. Do some explanation as well.Then point to the picture of each invention and ask students what they think is interesting about it.Play the recording the first time, students only listen. The

18、n play the recording again. Ask the students to write a number on each short line in front of each invention.Check the answers by asking a student to tell the answers.Step 2bThis activity provides guided listening practice using the target language.Get the students to read the instructions together.

19、 Be sure that each student knows what to do. Read the three headings Inventions, who was it invented by? and what is it used for?Call the students' attention to the three part sample given in the chart. Read it to the class and explain it like this:After that, play the recording again and the st

20、udents draw lines to match the items in the three columns.Check the answers by asking three different students to read their answers to the class.At last, play the recording for another time and pause after each sentence. The students repeat after it sentence by sentence. Do some explanation if nece

21、ssary. Make sure that everyone understands all the details about the conversation.Step 2cThis activity provides guided oral practice using the target language.Read the instructions to the students.Get the students to ask about the three inventions first, using the information in the chart in Activit

22、y 2b.Then let them role play the conversations using the information in the chart in Activity 2c.Get them to make their own conversations using the information in the chart in Activity 2c Ask the students to work in pairs. Move around the classroom checking progress and providing help if needed.Chec

23、k the answers by calling on different pairs to say their conversations for the class.Step Grammar FocusThis activity introduces the target language with the Passive Voice.Call the students' attention to the sentences in the grammar box.Let the student think about the structures of these sentence

24、s.Tell them that when the subject of the sentence is the doer, we have to use be plus a past participle' as the predicate of the sentence.Circle the words was and were in all the sentences.Ask: When do we use was in the questions, and were in the questions?Underline the singular nouns and plural

25、 nouns.Step SummaryIn this class, we've done some listening and writing practice with the target language. We've also done some oral practice in pairs. And we've discussed the Passive Voice as well.Step Homework1Try to remember the new vocabulary on page 77.2Write down two conversations

26、in activity 2c.Step Blackboard DesignUnit 10 When was it invented?Section AThe Second Period1The names of the inventions and answers of activity 2a:3 shoes with adjustable heels1 battery operated slippers2 heated ice cream scoop2Target Language:A: When was the car invented?B: It was invented in 1885

27、.A: When were electric slippers invented?B: They were invented last year.A: Who were they invented by?B: They were invented by Julie Thompson.A: What are they used for?B: They're used for seeing in the dark.Unit 10 When was it invented?The Third PeriodTeaching Aims and Demands1Knowledge Objects(

28、1) Key Vocabularybulb, light bulb, microwave, oven, microwave oven, island(2) Target LanguageWhat is the microwave oven used for?It is used for cooking.2Ability ObjectsTrain the students' writing and speaking skills with the target language.3Moral ObjectsIf you are alone on a tiny island, what i

29、nventions would you like to have on the island with you?Teaching Key Points1Talk about the helpful inventions and annoying inventions.2Guide the students to discuss their opinions on the inventions.Teaching Difficult Points1Discuss the opinions on the inventions.2Use the target language to describe

30、the inventions.Teaching Methods：1Pairwork 2GroupworkTeaching AidsSome pictures of the helpful inventions and annoying inventions.Teaching ProceduresStep Revision1Revise the three inventions talked last class. Ask about the names of the three inventions. Help the students answer.2Revise the target la

31、nguage with the Passive Voice in Grammar Focus by asking several ones to read the sentences.3Check the homework. Dictate the words below:bulb, light bulb, microwave oven, islandStep 3aThis activity provides practice with listening, speaking, reading and writing using the target language.Call the stu

32、dents' attention to the three pictures of three inventions.Teach them to read the names of the inventions. Do the same with light bulb and microwave oven.Then read the instructions to the students.Explain helpful inventions and annoying inventions to the students like this, showing a picture of

33、a vacuum cleaner,Then ask the whole class ask and answer the two questions above in pairs.Read the instructions to the students again.Point to the chart in the textbook. Tell the students to fill in the blanks with other helpful and annoying inventions on their own.Give the class about five minutes

34、to do this. As they work, move around the room providing some names of inventions to them and answering questions as necessary.Point out the sample answer in the box before they start writing.After they have all finished, ask some students to read their answers to the class.Then get the students to

35、work with their partners. Have each student talk about their list with another student, asking each other questions. For example,What is your first helpful invention? Why do you think it is helpful?Step 3bThis activity provides listening and speaking practice using the target language.Ask the studen

36、ts to read the instructions together.Then ask a pair of the students to model the sample .Correct any pronunciation errors. Make sure they are providing a good model. Write the conversation on the blackboard.After that, get the class to work in pairs and complete the work.Please discuss your opinion

37、s in Activity 3a with your partner now.Ask some ones to tell the class about their partners' opinions and reasons. Step Part 4This activity provides oral practice using the target language.Ask the students to see the picture first. And encourage some students to describe it. They may say like th

38、is: The man is alone on a tiny island. He is sitting under a tree and thinking. What can he see around the island is water.Do some explanation if necessary. Make sure each student can understand the instructions and know what to do.Tell the class to discuss in groups of four.Ask two students to read

39、 it to the class.Have the students work in groups of four. Move around the classroom and helping students as necessary.Ask each group to share their statements with the class. Compare their inventions and decide which ones are the most helpful.Step SummaryIn this class, we've learned more about

40、the inventions. And we've done much oral practice talking about the inventions.Step Homework1Remember the new words on page 78.2Write down the conversations in Activity 3b.3Write down the conversation in Activity 3c.Step Blackboard DesignUnit 10 When was it invented?Section AThe Third PeriodTarg

41、et language:A: What do you think is the most helpful invention?B: I think the most helpful invention is the light bulb.A: Why is that?B: Well, it gives people more time to work and play every day.教學(xué)反思：（四十五）年 月 日教師真正地起到了引導(dǎo)者，組織者，參與者的作用。無論是教師還是學(xué)生學(xué)，都非常自然，輕松，愉快。要大力提高教學(xué)效率，不是靠嘴巴喊出來的，也不是幾件多媒體硬件的使用就能實(shí)現(xiàn)的。它必須發(fā)

42、揮學(xué)生的主體作用，激發(fā)學(xué)生的興趣和潛能，同時(shí)也要求老師在平常的教學(xué)中，關(guān)注學(xué)生的情感，運(yùn)用各種方法，創(chuàng)造各種條件，營造一種寬松，和諧，民主的教學(xué)氛圍，教會(huì)學(xué)生學(xué)習(xí)，把方法教給學(xué)生，不僅授之以魚，更要授之以漁，為學(xué)生的終身學(xué)習(xí)打下了良好的基礎(chǔ)。Unit 10 When was it invented?The Fourth PeriodTeaching Aims and Demands1Knowledge Objects(1) Key Vocabularysweet, salty, crispy, sour, potato, chip, mistake, by mistake. thin, in

43、the end, chef , sprinkle(2) Target LanguageDid you know potato chips were invented by mistake?No, I didn't know that. Who invented them?2Ability Objects(1) Train the students' reading, writing, speaking and listening skills with the target language.(2) Train the students to use the new vocab

44、ulary.3Moral ObjectsDo you enjoy eating the potato chips? Have you ever thought of the history of the chips?Teaching Key Points1Train the students' reading, writing, speaking and listening skills with the target language.2Teach the students to use the new vocabulary correctly.Teaching Difficult

45、PointsDo the listening practice.Teaching Methods：1Listening 2PairworkTeaching Aids：1A tape recorder 2Some bags of potato chips.Teaching ProceduresStep Revision1Check the homework by asking some children to read their conversations to the class.2Ask some questions about the inventions. For example. w

46、hat do you think is the most helpful invention?3Dictate the words below:bulb light, microwave oven, island.Step 1aThis activity introduces new vocabulary.First, show the new vocabulary on the screen by a projector.Point to each word on the screen and teach the students to read one by one. Do it seve

47、ral times until the children can read the new words fluently.Read the instructions to the class.Point out the four adjectives on the left. Have them read the four words together. Then ask some different students to read them. Then ask the students to try to tell the meaning of each word in English i

48、n their own words, or give some examples of foods that show what each word means.After that, ask the students to tell the names of the foods in the picturespotato chips, lemon, ice cream, tea.Tell them to see the example answer before writing.After a while, check the answers by asking several studen

49、ts to read their answers to the class.Step 1bThis activity provides practice using the new vocabulary and writing familiar words.Ask the students to read the instructions together.Point out the four taste words. Then point to the sample answer given.Please write the name of a different food after ea

50、ch word.Ask the students to complete the activity on their own.After they all finish writing, ask some students to read their answers to the class. Check the answers with the whole class.Step 2aThis activity gives students practice understanding the target language in spoken conversation.Let the stu

51、dents read the instructions together. Be sure that they all know what to do.Call the students' attention to the six sentences in the box. Ask six different students to read them and do some explanation in their own words on each sentence.After that, get the students to guess what they will hear

52、about.Step 2bThis activity gives students practice in understanding and writing the target language.Get the students to read the instructions together.Point to the blanks in the sentences in the story and tell them to complete the sentences while they are listening.It doesn't matter whether your

53、 answers are right or wrong.After a while, have the students get ready to listen.Play the recording again. Ask the students to fill in the blanks with the words they hear.Step 2cThis activity provides guided oral practice using the target language.Play the recording of the history of chips again. Pa

54、use for the students to repeat after it. Get the students to read after the tape at least twice. Tell them to try their best to copy the pronunciation of the recording.Read the instructions to the class. Tell them that they will role-play the conversation, using the information from the activities i

55、n Activity 2a and Activity 2b.Ask a pair of the students to read the model conversation in the box.Write the conversation on the blackboard.Then ask another pair to make a conversation or continue the model conversation.Step SummaryIn this class, we've learned to describe how food tastes with so

56、me new adjectives. And we've done much listening practice on the target language. At last, we did some oral practice by making our own conversations.Step Homework1Try to remember the new words learned today.2Write out the conversation that you made by yourselves in Activity 2c.Step Blackboard De

57、signUnit 10 When was it invented?Section BThe Fourth PeriodTarget Language:A: Did you know potato chips were invented by mistake?B: Wow, I didn't know that. Who invented them?A: They were, invented by a chef called George Crum.教學(xué)反思：（四十六）年 月 日 教師要詢問學(xué)生對自己課堂教學(xué)的意見，包括學(xué)生的現(xiàn)有學(xué)習(xí)水平、聽課的情緒、學(xué)習(xí)的效果、學(xué)習(xí)的困惑、需要教師怎樣教學(xué)的愿望等，這樣便于課堂教學(xué)充分體現(xiàn)“一切為了學(xué)生、為了一切學(xué)生、為了學(xué)生的一切”的教學(xué)理念，便于發(fā)揮學(xué)生的主體作用。這種方式可以兼顧個(gè)體，注重教學(xué)的多樣化，盡最大力量發(fā)揮學(xué)生的個(gè)性特長。當(dāng)然，也要注意引導(dǎo)學(xué)生正確認(rèn)識(shí)教學(xué)過程，對待學(xué)生幼稚的意見，教師不要簡單適從，要善于傾聽意見，去偽存真，否則，反而降低教學(xué)績效。 Unit 10 When was it invented?The Fifth Pe