九年级英语全册Unit10Whenwasitinvented？单元整理教案人教新目标版.doc

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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 about t

3、he 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 objects o

4、f 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 Fools Day. Encourage them to use the Past Perfect Tense.2Check the homework by asking some students to share the sentences they made

5、 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 about the

6、 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 1bThis activity

7、 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 with a blank lin

8、e 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 the list of da

9、tes 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, weve learned to talk about the history of inventions with passive voice

10、. Weve also done some listening practice in understanding the target language in spoken conversation. And weve done much oral practice, using the target language.Step Homework1Write out two conversations in Activity 1a.2Write out two conversations in Activity 1 c.Step Blackboard DesignUnit 10 When w

11、as 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.教学反思：（四十四）年 月 日 引导学生通过对图片，情景事物进行描述，学习语言知识，在表达中培养语言么每个里。通过活动，把简单的个人口头间隙变为丰富的互动的协作的集体的训练过程，有效地培养学

12、生的观察能力，想象能力，口头表达能力，聆听能力等综合能力。让学生感到学习语言所带来的成就感。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 invented?It was invented in 1885.Who w

13、ere 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) Train the students to use the new vocabulary.Teac

14、hing 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 communications with the target language.Teaching Methods

15、：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 with the target language and review new vocabula

16、ry 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 the students to read the instructions togethe

17、r.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. Then play the recording again. Ask the students

18、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. Be sure that each student knows what to do.

19、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 students draw lines to match the items in the three

20、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 necessary. Make sure that everyone understands all the

21、 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 Activity 2b.Then let them role play the conversations usi

22、ng 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.Check the answers by calling on different pairs to say

23、 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 sentences.Tell them that when the subject of the sentence is th

24、e 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 nouns.Step SummaryIn this class, weve done some listening a

25、nd writing practice with the target language. Weve also done some oral practice in pairs. And weve discussed the Passive Voice as well.Step Homework1Try to remember the new vocabulary on page 77.2Write down two conversations in activity 2c.Step Blackboard DesignUnit 10 When was it invented?Section A

26、The 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.A: When were electric slippers invented?B: They were invented last year.A:

27、 Who were they invented by?B: They were invented by Julie Thompson.A: What are they used for?B: Theyre used for seeing in the dark.Unit 10 When was it invented?The Third PeriodTeaching Aims and Demands1Knowledge Objects(1) Key Vocabularybulb, light bulb, microwave, oven, microwave oven, island(2) Ta

28、rget 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 inventions would you like to have on the island with you?Teaching Key Points1Talk abou

29、t 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 the inventions.Teaching Methods：1Pairwork 2GroupworkTeaching AidsSome pictures of the

30、 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 language with the Passive Voice in Grammar Focus by asking several ones to read the sen

31、tences.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 students attention to the three pictures of three inventions.Teach them to read the name

32、s 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 a vacuum cleaner,Then ask the whole class ask and answer the two questions above in pairs.

33、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 to do this. As they work, move around the room providing some names of inventions to them

34、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 work with their partners. Have each student talk about their list with another student, as

35、king 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 students to read the instructions together.Then ask a pair of the students to model the sample .

36、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 opinions in Activity 3a with your partner now.Ask some ones to tell the class about their partner

37、s 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 this: The man is alone on a tiny island. He is sitting under a tree and thinking. What can he see

38、 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 it to the class.Have the students work in groups of four. Move around the classroom and helpin

39、g 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, weve learned more about the inventions. And weve done much oral practice talking about the inventions.Step Homework1Remember

40、 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 PeriodTarget language:A: What do you think is the most helpful invention?B: I think the most helpful invention is t

41、he light bulb.A: Why is that?B: Well, it gives people more time to work and play every day.教学反思：（四十五）年 月 日教师真正地起到了引导者，组织者，参与者的作用。无论是教师还是学生学，都非常自然，轻松，愉快。要大力提高教学效率，不是靠嘴巴喊出来的，也不是几件多媒体硬件的使用就能实现的。它必须发挥学生的主体作用，激发学生的兴趣和潜能，同时也要求老师在平常的教学中，关注学生的情感，运用各种方法，创造各种条件，营造一种宽松，和谐，民主的教学氛围，教会学生学习，把方法教给学生，不仅授之以鱼，更要授之以渔，为

42、学生的终身学习打下了良好的基础。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 the end, chef , sprinkle(2) Target LanguageDid you know potato chips were invented by mistake?No, I didnt

43、 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 vocabulary.3Moral ObjectsDo you enjoy eating the potato chips? Have you ever thought of the history of the chips?Teachin

44、g 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 PointsDo the listening practice.Teaching Methods：1Listening 2PairworkTeaching Aids：1A tape recorder 2Some bags of potato

45、 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. what do you think is the most helpful invention?3Dictate the words below:bulb light, microwave oven, island.Step 1aThis a

46、ctivity 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 several times until the children can read the new words fluently.Read the instructions to the class.Point out the four adjec

47、tives 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 in 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 students to read th