2020年新目标英语（GOFORIT）九年级上UNIT9教案

新目标英语（Goforit）九年级上Unit9教案 Unit 9 When was it invented? Unit 9 第1课时 Teaching aims 学习一般过去时的被动语态和特殊疑问句。 Teaching of new lesson 1. Warm-up Ask the students to be familiar with the words below aording to the pictures on puter. Telephone, calculator, car, personal puter, TV, electric light, light bulb, alarm, clock, microwave oven, electric slipper. 2. Presentation 1) 教学When was the car invented? It was invented in 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 puter. Have several different students guess and write the dates on the board. Ask the class to repeat the questions and answers. T=Teacher, S=Student T: When was the car invented ? (Class repeat.) T: Good. Now Jackie, what was your guess? S1: 1900 T: OK. Jackie, repeat after me. The car was invented in 1900. Repeat the process with several different inventions. At last, make students find out the real dates. 2) 教学Who were the light bulbs invented by? And what are they used for ? 呈现Edison and light bulbs的画面。 Tell the students Edison invented light bulbs. Then ask the students to answer the questions below. T: Who were light bulbs invented by? ( Class repeat ) T: Good. Now Class repeat after me. They were invented by Edison. 3) 教学 操练1a, 1c, 2c 学生看书本上1a的图画，根据图画，把1a, 1c, 2c中的语言点综合起来，叫学生相互间回答问题。并用刚刚学到的目标句型来操练。最后，抽查几对学生，让他们在全班面前，按要求进行对话。 4) 教学1b, 2a, 2b 首先，帮助学生明确本题的要求。接着，听力练习，学生根据录音内容完成1b, 2a and 2b. 最后，重放一遍录音内容，学生跟读。 3、Consolidation and Extension. 完成一个任务 Ask some students to read about an invention using an encyclopedia or other book from the library, or by looking up information on the Inter. Have the students write up a short report and draw a simple picture of the invention or bring in a photo of it. Ask each students to show the picture and read his or her report to the class. Homework 1、根据时间和人物写出发明物。 1) 1885_ 2) 1876 _ 3) 1927_ 4) 1976 _ 5) Julie Thompson _ 6) Chelsea Lanmon _ Unit 9 第2课时 Teaching aims 1、熟练掌握被动语态用法。 2、学会用被动语态表达对创造和发明事物的认识和看法。 Teaching of new lesson 1. Warm up: Ask the 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 2. Presentation. 1) 教学helpful, annoying Ask students to give some examples to show what each word means. For example. A vacuum cleaner is helpful. A very loud truck is annoying. 2) 教学3a 呈现alarm clock, light bulb, microwave over, tea, and so on的画面。Then ask the students the following questions. T: Is the light bulb useful or annoying ? ( Opinions may differ. ) S1: I think its useful. T: Why is it ? S1: Well, it gives people more time to work and play every day. Then ask the students to make a list of five helpful inventions and five annoying inventions on their own. Give the class about five minutes to do this. 3) 教学 操练3b Ask the students to work in pair the following talk using the target language. A: What do you think is the most helpful / annoying invention? B: I think the most helpful / annoying invention is A: Why is that ? B: Well, it gives people 3. Consolidation and Extension Imagine that you are alone on a tiny island, Choose five inventions you would like to have on the island with you. Tell the group what you chose and why. Homework 句型转换 1. She was seen to e out of the library by him.（变被动语态） 2. When are trees often planted?（变被动语态） 3. The League was founded in Guangzhou in 1922（就画线部分提问） 4. Did the students wear the school clothes a lot ?（变被动语态） 5. Kate took god care of the baby yesterday evening.（变被动语态） 1. His aunt bought him a bicycle.（变被动语态） 2. His aunt bought him a bicycle.（变被动语态） Unit 9 第3课时 Teaching aims 学会表达由于这些创造和发明对你的生活的帮助和对生活质量的提高认识 Teaching of new lesson 1. Warm up. Ask the students to practices talking to each other. 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 me 2. Presentation 教学1a First the teacher asks the students what kind of fruit food and drink you like the best and writes down on the blackboard. Such as: potato chips, ice cream, tea, lemon, chocolate, oranges, salad, popcorn, pickle and so on. 教学2a, 2b. 1) 首先，听力前的brainstorm. First, Let students describe how potato chips taste and describe how helpful the potato chips. Then, ask: When and where were potato chips invented? Who were potato chips invented by? How were potato chips invented? Key words: by aident, customer, restaurant, by mistake. 2) at last，听力练习，要求学生快速阅读2a, 2b.帮助学生明确听力语言目标的要求。接着，听力练习，学生根据录音内容完成2a and 2b. 3) 教学 阅读3a 呈现a cup of tea和the emperor( who was Shen Nung) was boiling drinking water over an open fire的画面。Then ask the students the following questions. T: What is tea used for ? When was it invented ? Who was it invented by ? How was it invented ? Then ask the students to make a list of five helpful inventions and five annoying inventions on their own. Give the class about five minutes to do this. 3. Consolidation and Extension 完成一个任务: Blind Taste Test Ask a students to bring to class some foods that taste sweet, crispy, salty, and sour. Have him or her blindfold students one at a time, let the student taste little piece of each food, and say if each food is sweet, crispy, salty, or sour. Students may use more than one word to describe some foods. Homework 用动词的适当形式填空。 A: When _ the Dinosaur World _ (build) ? B: It _ _ (build) in 1988. you will see many kinds of dinosaurs in it. Shall we go to see them ? A: Yes, Id love to. But where is the entrance? B: Here, this side door is _ (use) as an entrance. Theres something wrong with the front door. Its _ (lock). A: Wow, these must be dinosaur eggs. Where _ they _ (discover) Unit 9 第4课时 Teaching aims 1、通过对被动语态表达的发明和创造的事物来认识人类科技进步和培养学生的创新能力来表达情感，态度，价值观的课堂体现。 2、通过对一般过去时被动语态的掌握进一步了解和掌握被动语态其他时态的表达。 Teaching of new lesson 1. Warm-up 呈现: puter, radio, camera, light bulb, car, bicycle, TV, tea, and so on. Then ask students to discuss pictures and say something about what he / she would like best in class. 2. Presentation. 1）教学 首先，写作前的brainstorm First, read the instructions to the class and make students look at the sample first sentence of 3a. Then, explain that students can bine more than one point into one sentence. 2）教学 写作3b, 4a. Finish 3b aording to working in pairs. At last, ask a few students to tell the clas