unit6.doc

新目标英语 九年级（上册）Unit 6 When was it invented?The First Period(Section A 1a2d)Teaching AimsKnowledge Objects1. Master the key words: heel, scoop, electricity, style, project, pleasure, daily, website, pioneer, list, mention2. Master the sentences: When was the telephone invented? I think it was invented in 1876.3. To talk about the history of inventions.4. Train students listening and communicative competence.Moral ObjectsMany important inventions have changed the world a lot. So, we must know about them better.Processes and Methods1. Learn the new words through word cards and conversations.2. Lead in the target language through listening and speaking practice.3. Autonomous and cooperative approach.Teaching Key Points1. Master the key words and target language.2. Learn to talk about the history of some inventions.3. Improve students listening and speaking skills.Teaching Difficult PointsHow to talk about the history of some inventions.Teaching AidsA tape recorder, a project, some pictures and handouts.Teaching ProceduresStep 1 Warm-up1. Ask students to be familiar with the words below according to the picture in the textbook. Telephone, calculator, car, personal computer, TV, electric light, light bulb, alarm, clock, microwave oven, electric slipper2. Choose the three inventions of these and ask students to guess when each one was invented. For example, you might choose car, telephone, and personal computer. Have several students guess and write the dates on the blackboard. Ask the class to repeat the questions and answers. T: When was the car invented? S1: In 1900. Repeat the process with several different inventions. At last, make students find out the real date of these inventions.Step 2 Presentation1. Teach activity 1a. This part is designed to introduce the new words which can be used to talk about inventions. Call students attention to the four pictures and let students tell what they are. Then write the name of each invention on the blackboard, computer, car, telephone, television. Read the instruction to the class. Invite a pair of students to read the sample conversation, and have students work in pairs to guess the invented order.2. Teach activity 1b. This part is designed to train students listening skill through the dates of some inventions. Call students attention to the four inventions in the picture and four dates in the box. Ask students to listen carefully and match the inventions with the dates. Write the correct letter in front of each date as the sample given.3. Teach activity 1c. This part is designed to train students speaking skill using the target language. Invite a pair of students to demonstrate the sample conversation, and then read the instruction to the class. Have students work in pairs to practice the conversations like the sample. Ask students to pay much attention to the dates of inventions. After students finish this activity, ask some pairs to act out their conversations to the class.Step 3 Practice1. Teach activities 2a & 2b. These two parts are designed to train students listening skill by talking about some inventions. Show these new words on the blackboard, and ask students to pronounce them one by one correctly and quickly. Call students attention to the noun phrases and a dialogue between a man and a woman, get students to read them and pay attention to the phrase “be used for”. Read the instruction of 2a to the class. And then platy the tape, students listen and number the order according to the points they hear. Invite a student to present his or her answers. Check the work together. Call students attention to the chart, and have students read the contents in two columns. Read the instruction of 2b to the class. Then play the same tape, students listen carefully and complete the chart. In the end, students listen again and check the answers.2. Teach activity 2c. This part is designed to train students listening and speaking skills through pariwork. Invite a pair of students to read the sample conversation, and read the instruction to the class. Get students to make their own conversations using the information in 2b. After students finish, ask them to act out their conversation.Step 4 ConsolidationTeach activity 2d.This activity aims to help students consolidate the target language through a conversation and teach them how to talk about the history of some inventions.First, ask students to read the conversation silently to get the main idea.Then lead students to read it sentence by sentence, explain some language points at the same time.After that, ask students to practice role-playing the conversation in pairs.Give them enough time to do it. Encourage them to make new conversations to talk about the history of other inventions they know.As they work, move around to check the progress and answer their questions they may ask.Finally invite several pairs to perform for the whole class.Step 5 SummaryIn this period, weve mainly learned to talk about the history of inventions with passive voice. Weve also done some listening and reading practice in understanding the target language in spoken conversation.Step 6 Homework1. Practice reading the conversation in activity 2d.2. Finish the exercises in the workbook.3. Preview the next period.Blackboard DesignUnit 6 When was it invented?The First Period(Section A 1a2d)Words: heel, scoop, electricity, style, project, pleasure,daily, website, pioneer, list, mentionSentences: When was the telephone invented? I think it was invented in 1876.Exercise根据句意及汉语提示完成句子。1. What was the most important (发明) in the 20th century?2. Where are my (拖鞋)? I cant find them in the bedroom.3. My sister bought a pair of high (跟) shoes.4. Wang Lins father is a worker. He (操作) a machine in a factory.5. The (计算器) is useful for the students.教学反思：Unit 6 When was it invented?The Second Period(Section A 3a3b)Teaching AimsKnowledge Objects1. Master the key words and phrase: by accident, nearly, ruler, boil, remain, smell, saint, national, take place, doubt, without doubt.2. To learn the history of tea through a reading material.3. Improve students reading and comprehensive skills.Moral ObjectsLearn about the history of some great inventions.Processes and Methods1. Learn the target language by reading a passage2. Autonomous and cooperative approach.Teaching Key Points1. Master the key words and phrase.2. To talk about the history of tea through a reading material.3. Improve students reading and comprehensive skills.Teaching Difficult PointsMaster the target language.Teaching AidsA projector and handouts.Teaching ProceduresStep 1 Warm-up1. Greet the class as usual and check the homework. 2. Show some pictures of inventions on the blackboard: computer, telephone, car, TV, calculator Ask students to practice speaking. A: When was invented? B: It was invented in A: Who was it invented by? B: It was invented by A: What is it used for? B: It is used for Revise the target language with the passive voice in Grammar Focus by asking students to make new conversations.Step 2 PresentationTeach activity 3a. This part designed to train students reading and comprehensive skill by getting the information from the article. Show the new words and phrases on the blackboard, and ask students to pronounce them one by one correctly and quickly. Call attention to the title, An Accidental Invention. Then show a bag of tea to the class and get students to say the kinds of tea as many as possible. Read the instruction to the class. Have students look at the three statements to match them with each paragraph. Then read the article quickly and get the main idea. Get students to read the article again. During the reading, students pay attention to some language points.Step 3 Practice Teach activity 3b. This activity is aims to help students to get detail information from the passage. Lead students to have a look at the five questions in the box. Give them several minutes to read the passage again to find out the answers. Later, invite some students to answer the questions. T: When was tea first drunk? S1: It was first drunk nearly 5,000 years ago. T: How was tea invented? S2: Some leaves from a tea plant fell into the drinking water Shen Nong was boiling and remained for some time, it produced a nice smell and tastes delicious. T: Who is called “the saint of tea”? S3:Lu Yu. T: What is Cha Jing about? S4: It describes how tea plants were grown and used to make tea. It also discusses where the finest tea leaves were produced and what kinds of water were used. T: When was tea brought to other countries? S5: During the 6th and 7th centuries.Step 4 Consolidation Teach activity 3c. First, lead students to read the words in the box to know their meanings. Ask students to complete the sentences with the correct forms of these words, call attention to the use of passive voice. Give them three minutes to do this work individually. Finally, invite a student to present his or her answers.Step 5 SummaryIn this period, weve mainly learned the history of the invention of tea and mastered the use of passive voice through the reading material.Step 6 Homework1. Finish the exercises in the workbook.2. Preview the next period.Blackboard DesignUnit 6 When was it invented?The Second Period(Section A 3a3b)by accident, nearly, ruler, boil, remain, smell, saint, national, take place, doubt, without doubt.Exercise用所给词的适当形式填空。1. About 50,000 cars (produce) in the factory last month.2. Everyone knows Thomas Edison (invent) a lot of useful inventions.3. The TV set, the computer and the fridge are (invent).4. What do you think (be) the most useful invention?教学反思：Unit 6 When was it invented?The Third Period(Section A 4a4c)Teaching AimsKnowledge Objects1. Master the key words: fridge, low, somebody, translate, lock, earthquake, sudden, all of a sudden, biscuit, cookie, instrument.2. Master the target language.3. Master the use of passive voice.4. Improve students integrated skill.Moral ObjectsLead students to know the history of some great inventions.Processes and Methods1. Explain the grammar in details.2. Autonomous and cooperative approach.Teaching Key Points1. Master the key words and phrases.2. To talk about the history of inventions.4. Improve students speaking and writing skills.Teaching Difficult PointsMaster the use of passive voice.Teaching AidsA projector and handouts.Teaching ProceduresStep 1 Warm-up1. Greetings. T: Good morning, class. Ss: Good morning, teacher. T: Nice to meet you. Ss: Nice to meet you, too. T: Welcome back.2. Revision. Check the homework. Ask students to describe the history of tea.Step 2 Presentation Grammar Focus. This part is designed to introduce the passive voice which can be used to talk about the history of inventions. Invite four pairs of students to demonstrate the questions and answers in the grammar box to the class. Have students circle the words was and were in all sentences, and encourage students to talk about how to use was or were in sentences. Explain the grammar in details. Ask students to make conversations using passive voice to talk about the history of some inventions they know. Give students several minutes to practice. As they work, move around the room checking the progress and offering language assistance as needed.Step 3 Practice1. Teach activity 4a. This activity aims to help students to consolidate the grammar. Lead students to read the sample sentences to know what to do in this activity. Give students three minutes to rewrite the sentences. Ask them to do it individually. Later, invite a student to present his or her sentences. Ask them to do it individually. Later, invite a student to present his or her sentences to check the answers. Correct mistakes if any.2. Teach activity 4b. First, lead students to have a quick look at the instruction and the words in the box to know what to do in this activity and how to do it. Invite some students to speak out the past participle form of each word. Then, give students several minutes to complete the sentences with the correct forms of these words. As they work, move around the room checking the progress. Finally, invite some students to present their complete sentences to check the ansers. Correct mistakes if any.Step 4 ConsolidationTeach activity 4c. This part is designed to help students consolidate the target language using the passive voice. First, lead students to read the instruction to know what to do in this activity. Invite a student to explain the differences between active voice and passive voice and how to transfer sentences from active to passive. Then, ask students to complete the short paragraph with the correct forms of the given words. They must finish the work individually. Later, exchange their work with deskmate to check the answers.Step 5 SummaryIn this period, weve learned how to talk about the history of inventions using the passive voice and mastered the use of active voice and passive voice. Through the practice, we also developed our speaking and writing skills.Step 6 Homework1. Finish the exercises in the workbook.2. Preview the next period.Blackboard DesignUnit 6 When was it invented?The Third Period(Section A 4a4c) fridge, low, somebody, translate, lock, earthquake, sudden, all of a sudden, biscuit, cookie, instrument.Exercise用括号内所给单词的适当形式填空1. A glass is used for (drink) water.2. What is the most (use) invention in the world?3. Do you know the (heat) ice cream scoop?4. This kind of bicycle was (invent) by a middle school student.5. What do you think of these (invent).6. The cars (make) in Shanghai in 2002.7. Do you know when that tall building (build)?8. We (tell) not to play computer games on weekdays.9. The project (finish) next month.10. The young man was seen (get) on a bus just now.教学反思：Unit 6 When was it invented?The Fourth Period(Section B 1a1e)Teaching AimsKnowledge Objects1. Master the key words: crispy, salty, sour, by mistake, customer.2. To know the history of potato chips.3. Improve students listening and communicative skills.Moral ObjectsLead students to know the importance of inventions in daily life.Processes and Methods1. Learn some adjectives to describe the taste of food.2. To train students listening skill by talking about the history of potato chips.Teaching Key Points1. Master the new words and target language.2. Master the use of passive voice.3. Develop students listening and speaking skills.Teaching Difficult PointsTrain students listening and speaking skills by talking about the history of food.Teaching AidsA tape recorder, some bags of potato chips and handouts.Teaching ProceduresStep 1 Warm-upAsk students to practice taking as the following conversation. A: What do you think is the most helpful invention? B: I think the most helpful invention is A: Why do you think so? B: Well, it gives meStep 2 Presentation1. Teach activities 1a & 1b. These two parts are designed to provide students with vocabulary practice. Show the new words on the blackboard. And get students to read them correctly and quickly one by one. Call students attention to the pictures and read the instructions to the class. First, have students tell the names of these pictures. Then choose the words to describe them. In the end, write the words down below each picture. Call students attention to the box in 1b and point to the example, then read the instructions to the class. In the end, have students finish the task as required.Step 3 PracticeTeach activities 1c & 1d. These two parts are designed to train students listening and writing skill by learning the history of potato chips. Let students describe how potato chips taste and how helpful the potato chips. T: When and where were potato chips invented? Who were potato chips invented by? How were potato chips invented? (Let students guess according to the following key words.) Call students attention to the six sentences in the box, ask students to read them one by one and pay attention to some language points. Call students attention to the history of potato chips, point to the blanks in the sentences and guess the words they will write. Play the tape again, students write down the key words in the blanks while they are listening. After checking the answers, students read the passage again.Step 4 Consolidation Teach activity 1e. This part is designed to train students listening and speaking skill by speaking practice. Invite a pair of students to demonstrate the sample conversation, and read the instruction to the class. Have students work in pairs to role-play the conversation as required. Give them enough time to do this work. As they work, move around the room checking the pr