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Unit6When was it invented?Section B2a—2e1. 掌握下列重点词汇和短语：the Olympics, Canadian, divide, basket, hero, divide…into…, not only…but also…, look up to2. 能熟练掌握并使用下列重点句式：Dr. Naismith divided the men in his class into two teams.Basketball has not only become a popular sport to play, but it has also become a popular sport to watch.The number of foreign players, including Chinese players, in the NBA has increased.Many young people look up to these basketball heroes and want to become like them.3. 能够读懂有关篮球的发明，篮球运动的普及和中国篮球运动的发展的文章。
4. 培养学生运用思维导图记忆语篇中信息的能力，同时能通过阅读材料中所提供的信息，获取正确答案。
5. 能够用英语谈论与篮球有关的人和事，激发学生主动学英语和用英语的积极性。
6. 培养学生对篮球及运动的爱好，以及积极的情感态度和价值观。
重点：1. 掌握有关篮球的发明，篮球运动的普及和中国篮球运动的发展的文章。
2. 运用思维导图来记忆文章信息。
难点：1. 用英语谈论与篮球有关的人和事。
2. 掌握运用思维导图记忆语篇中的信息。
教师：教学课件；多媒体设备学生：课前预习Step1Warming-upFree talkT: What do you usually do in your free time?S1: …T: Do you like sports? Do you like playing basketball or only watch them on TV?S2: …T: How much do you know about basketball?S3: …【设计意图】读前讨论有关篮球的话题，激活学生已有知识储备并学习有关篮球的词汇，为下面2a 环节的学习作好准备。
Unit 6 When was it invented？（第1课时）教学设计一. 教材分析Unit 6 “When was it invented?” 是人教版小学英语PEP教材三年级下册的一单元。
本单元主要学习一般过去时，让学生能够运用一般过去时询问和回答关于物品发明的时间。
本节课的主要内容是词汇和句型的学习，包括动词短语“draw pictures”, “tell stories”, “play chess”, “have a snack” 等，以及一般过去时的疑问句和回答。
同时，本节课还涉及到一些时间表达法，如“yesterday”, “last week” 等。
二. 学情分析学生在之前的学习中已经掌握了一般现在时，对动词短语和时间表达法有一定的了解。
但三年级的学生对一般过去时的理解和运用还有待提高。
因此，在教学过程中，需要通过具体的情境和活动帮助学生理解和运用一般过去时。
三. 教学目标1.知识目标：学生能够听懂、会说、会读本节课的主要词汇和句型，如动词短语“draw pictures”, “tell stories”, “play chess”, “have a snack” 等，以及一般过去时的疑问句和回答。
2.能力目标：学生能够在适当的情境中运用一般过去时进行交流，提高语言运用能力。
3.情感目标：培养学生对英语学习的兴趣，激发学生探索科技发展历史的欲望。
四. 教学重难点1.重点：学生能够掌握本节课的主要词汇和句型，能够用一般过去时进行简单的交流。
2.难点：学生能够正确运用一般过去时，特别是在实际情境中进行运用。
五. 教学方法1.情境教学法：通过设置科技发明的历史情境，让学生在具体的情境中学习和运用语言。
2.任务型教学法：通过小组合作完成任务，激发学生的学习兴趣，提高学生的语言运用能力。
3.游戏教学法：通过趣味性的游戏活动，巩固所学知识，提高学生的学习积极性。
六. 教学准备1.教学课件：制作多媒体课件，包括图片、动画、视频等，帮助学生直观地理解和学习。
Unit6. When was it invented?Section A (1a-1d)Knowledge objects:Key vocabulary: project,pleasure,zipper,daily,website,pioneer,list,mention, have a pointTarget language:①I think the TV was invented before the car.②---When was the telephone invented?---I think it was invented in 1876.③The pioneers of different inventions were listed there.④But at that time, it wasn’t used widely.Structure:Passive voice of the past tense.Ability objects:1.E nable the students to talk about the history of inventions usingthe passive voice of the past tense.2.T rain the students’ listening and speaking skills.Moral objects: Many inventions have changed the world a lot.Teaching key and difficult points:Learn to talk about the inventions by using the passive voice of the past tense.Teaching procedures:Small inventions that changed the world.2.What kind of invention does Roy think of?The zipper.3.Why does Roy think it is a great invention?Because it is often used in our daily lives.4.Who and when was the zipper invented?Whitcomb Judson in 1893.5. When did the zipper become popular?Around 1917.Language points.Read in groupsStep6. Role play the conversation.Step7. ConsolidationFill in the banks.Paul:Hey Roy, the subject for my school________ is “Small ________that changed the world.” Can you help me _______an invention?Roy: My________! Let me think ... hmm ... I know! the______! Paul: The zipper? Is it really such a great invention?Roy:Think about how often it’s used in our _____lives. You can see zippers on dresses, trousers, shoes, bags ... almost everywhere! Paul: Well, you ___ seem to ___________...Roy: Of course! I thought about it because I saw a ______ last week. The _______of different inventions were _____ there. For example, it __________that the zipper was invented by Whitcomb Judson in1893. But at that tim e, it wasn’t used ______.Paul: Really? So when did it become popular?Roy: Around 1917.TranslationPaul: Hey Roy, the subject for 我们学校的课题is “改变世界的小发明.” Can you help me think of an invention?Roy: 这是我的荣幸! Let me think...hmm...I know! 拉链!Paul: The zipper? 它真是一项如此伟大的发明吗?Roy: Think about how often is used在我的日常生活中. You can see zippers on dresses, trousers, shoes, bags ...almost everywhere! Paul:嗯，看来你说的确实有点道理...Roy: Of course! I thought about it because I saw a website last week.不同发明的先驱者被列在那里. For example, it mentioned that the zipper was invented by Whitcomb Judson in 1893. 但在那时候,拉链并没有被广泛地使用。
人教版九年级英语《Unit 6 When was it invented？》教学设计一. 教材分析人教版九年级英语《Unit 6 When was it invented?》主要介绍了与日常生活相关的科学技术发明的历史。
本单元包括一般过去时的被动语态，以及表示过去某段时间经常发生的动作或存在的状态的用法。
本节课旨在让学生掌握一般过去时的被动语态，能够运用本课所学内容进行交流。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写简单的英语句子。
但部分学生在语言表达方面仍有困难，需要教师的耐心引导和鼓励。
此外，学生对于科技发明的历史知识了解有限，需要在教学过程中进行补充。
三. 教学目标1.知识目标：–掌握一般过去时的被动语态。
–了解与日常生活相关的科学技术发明的历史。
2.能力目标：–能够运用一般过去时的被动语态进行交流。
–提高学生的听说读写能力。
3.情感目标：–激发学生对科学技术发展的兴趣。
–培养学生的创新意识。
四. 教学重难点•一般过去时的被动语态。
•与日常生活相关的科学技术发明的历史。
•一般过去时的被动语态的运用。
•对科学技术发明历史的理解。
五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中学习、运用英语。
2.交际法：引导学生进行互动交流，提高口语表达能力。
3.任务型教学法：通过完成任务，培养学生综合运用英语的能力。
4.启发式教学法：引导学生主动思考，激发学习兴趣。
六. 教学准备1.教材：人教版九年级英语《Unit 6 When was it invented?》。
2.辅助材料：科技发明历史的相关图片、视频等。
3.多媒体设备：投影仪、电脑等。
4.教学卡片：一般过去时的被动语态的句子。
七. 教学过程1.导入（5分钟）利用图片或视频介绍科学技术发明的历史，激发学生的兴趣。
引导学生谈论自己了解的科技发明，复习一般过去时。
2.呈现（10分钟）展示本节课的主要内容，引导学生关注一般过去时的被动语态。
Unit6When was it invented?Section A3a—3c1. 熟练掌握下列词汇和短语：ruler, boil, remain, smell, national, trade, doubt, by accident, take place, with doubt2. 熟练掌握下掌握和运用下列句型：Do you know that tea, the most popular drink in the world (after water), was invented by accident? It produced a nice smell so he tasted the brown water.The tea trade from China to Western countries took place in the 19th century.Even though many people now know about tea culture, the Chinese are without doubt the ones who best understand the nature of tea.3. 能够读懂有关茶叶发明发展过程的文章，能按要求找到相应的信息并完成阅读任务。
4. 能够掌握和运用一般过去时的被动语态来谈论茶叶的发展历史。
5. 培养学生热爱祖国历史文明和尊重本土文化的思想意识，引导学生细心观察生活，鼓励他们敢于尝试新的思想和创意。
重点：1. 掌握本部分出现的词汇，短语和句型表达，并能熟练运用。
2. 阅读有关茶叶发明发展过程的文章，获取相关信息。
难点：掌握和运用一般过去时的被动语态来谈论茶叶的发展历史。
教师：教学课件；多媒体设备学生：课前预习Step1Warming-upLook at some pictures and talk about the questions.T: How many kinds of drinks do you know?S1: …T: How much do you know about tea?S2: …T: What are the effects of tea?S3: …【设计意图】利用图片来导入课堂，引出本节课中有关茶叶的的话题及学习相关词汇，为下文 3a 的阅读作好铺垫。
Unit 6 When was it invented?Section B 2 (2a-2e)一、教学目标：1．掌握以下词汇：the Olympics，Canadian，divide，divide…into，basket，popularity，hero，look up to，divide…into，the number of…，stop sb. from doing sth. ，not only…but also…，encourage sb. to do sth.，dream of掌握以下句型：①It is believed that the first basketball game in history was played onDecember 21, 1891.②Dr. Naismith divided the men in his class into two teams and taught them toplay his new game.③At the same time, they need to stop the competing team from getting the ballinto their own basket.④These stars encourage young people to work hard to achieve their dreams. 2．阅读短文，进一步了解篮球运动并对该项运动更加感兴趣。
3. 阅读短文，获得相关信息，提高学生的综合阅读能力。
二、教学重难点1. 教学重点：阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点阅读2b局部的短文并完成相关要求。
三、教学过程Ⅰ. Warm-upShow some pictures and words of playing basketball. Ask Ss some questions about basketball games. Discuss the sport with your partner and share your ideas with the class.e.g.T: Do you like basketball? (What’s your favorite sport?)S1: Sure. I like it very much.T: Do you watch basketball games?S2: Yes. I like to watch the NBA and CBA.T: Do you know the history of basketball game?Ⅱ. Pre-readingAsk Ss to look at the photo and the title of the passage on page 46. Then answer the question below.Can you guess what the passage talks about?It talks about basketball, including when and maybe how basketball was invented, and maybe it will tell us the development of basketball.Ⅲ. ReadingFast reading1. Answer the questions:1) Who is the inventor of basketball?2) When and where did basketball become an Olympic event?2.Tell Ss to read the passage quickly. And find the main idea of each paragraph. Keys: 1) Introduction to basketball.2) How basketball was invented.3) The popularity of basketball today.Careful reading1. Finish the mindmap.2. T: Now let’s read the mind map in 2c. Try to understand the meaning of the map.1. Ask Ss to complete the mind map with the information in the passage. Development:➢invented by ______________➢first game on ________________➢became Olympic event in ______ in the year ______.➢most famous games: _____➢popular games in China: _____Game:➢played inside on a hard _____.➢____ teams➢get _______ into other team’s ______.Popularity:➢played by __________________ people.➢over ____ countries2. Check the answers with the class.3. Tell Ss to work hard and add something to the mind map.Encourage Ss to try their best.Ⅳ. Post readingWork on 2d1. Now let’s work on 2d. First read the questions below. Then try to read the passage again and find the answers to the questions.2. Ss read the passage again and try to find the answers to the questions.1. Who invented basketball and how is it played?2. When was the first basketball game in history played?3. Why were the Berlin Olympics important for basketball?4. What are the professional basketball groups in America and China?5. How popular is basketball?3. Let some Ss read their answers and correct their mistakes.Work on 2e1. Ask Ss what they think of famous basketball players. Make a list of good and difficult things about being a basketball player.2. Ss work in groups. Discuss them with their partners and make a list.3. Let some groups read their lists.Ⅴ. Language points1. Dr. Naismith divided the men in his class into two teams…divide v. 分开；分散divide… into… 把……分开；分散e.g. She divided the orange into quarters and each ate a piece.她把橙子分成四份，每人吃一份。
人教版九年级英语《Unit 6 When was it invented？》说课稿一. 教材分析人教版九年级英语《Unit 6 When was it invented?》是本单元的第一课时，主要讲述过去时态的疑问句以及一般过去时的被动语态。
本节课主要通过介绍一些发明的起源时间，让学生掌握过去时疑问句的构成以及一般过去时的被动语态的运用。
教材内容丰富，插图生动有趣，激发了学生学习的兴趣。
二. 学情分析九年级的学生已经掌握了基本的英语语法知识，具备一定的阅读和写作能力。
但是，对于过去时疑问句和一般过去时的被动语态的运用还存在一定的困难。
因此，在教学过程中，需要注重引导学生掌握这些语法知识，并通过大量的练习来提高他们的语言运用能力。
三. 说教学目标1.知识目标：让学生掌握过去时疑问句的构成以及一般过去时的被动语态的运用。
2.能力目标：通过听力、口语、阅读和写作的练习，提高学生运用过去时疑问句和一般过去时的被动语态进行交流的能力。
3.情感目标：激发学生学习英语的兴趣，培养他们积极向上的学习态度。
四. 说教学重难点1.教学重点：过去时疑问句的构成以及一般过去时的被动语态的运用。
2.教学难点：一般过去时的被动语态的运用。
五. 说教学方法与手段1.教学方法：采用任务型教学法，通过听力、口语、阅读和写作的练习，让学生在实际语境中掌握过去时疑问句和一般过去时的被动语态的运用。
2.教学手段：利用多媒体课件、图片、卡片等教学辅助工具，激发学生的学习兴趣，提高课堂活力。
六. 说教学过程1.导入：通过展示一些常见的发明图片，引导学生谈论这些发明的起源时间，从而引入本节课的主题。
2.新课呈现：通过多媒体课件，展示本节课的主要内容，引导学生观察并发现过去时疑问句的构成以及一般过去时的被动语态的运用。
3.语法讲解：通过示例和讲解，让学生明确过去时疑问句的构成和一般过去时的被动语态的运用规则。
4.小组讨论：学生分组进行讨论，运用过去时疑问句和一般过去时的被动语态进行交流，巩固所学知识。
人教版九年级英语Unit 6 When was itinvented。
全单元教案Unit 6: When Was It Invented?Language Goal:XXX.Knowledge Goals:Discuss the history of ns.XXX words such as style。
project。
pleasure。
daily。
website。
neer。
list。
n。
ruler。
boil。
remain。
smell。
nal。
trade。
fridge。
low。
somebody。
translate。
lock。
ring。
earthquake。
sudden。
bell。
biscuit。
cookie。
musical instrument。
sour。
customer。
Canadian。
divide。
basket。
hero。
and nearly.Use matic ns such as have a point。
by accident。
take place。
without doubt。
all of a sudden。
divide…into。
not only…but also…。
look up to。
the Olympics。
and by mistake.1.Q: When was the telephone invented?A: I believe it was invented in 1876 by Alexander Graham Bell.2.Q: Was the TV invented before or after the car?A: There is some doubt about this。
but it is generally accepted that the car was invented before the TV.3.Q: Who invented the zipper?A: XXX XXX.4.Q: What is a hot ice-cream scoop used for?A: A hot ice-cream scoop is used for serving really cold ice-cream.5.XXX was invented by Alexander Graham Bell in 1876.Passive voice can be used to talk about ns。
初二英语上册第六单元教学案Unit 6 When was it invented第一课时SectionA1a---Grammar focus一．教学目标语言目标:⑴词汇：invent, calculator, scoop, adjustable, heel, battery, operate, battery-operated, slipper, heat, be used for.⑵句型: when was it invented?Who were they invented by?What are they used for?能力目标:⑴通过本课时的学习, 绝大部分的学生能够谈论发明出现的时间, 用途和发明者。
⑵大部分学生能够组织语言谈论生活中的发明。
二．情感目标:三．通过了解为人们的生活带来便利的发明, 激发学生不断探索与创新的精神, 帮助学生树立刻苦学习、用发明来改变世界、为人类造福的远大理想。
四．教学难重点通过目标语言的学习, 学会正确运用被动语态来谈论一些发明的历史和用途并能运用所学的语言知识来描述生活中的一些发明。
三. 教具多媒体图片卡片等实物四. 教学过程1. Warming-u.activities⑴.让优秀学生利用以下句型向大家介绍自己课前收集的图片。
This is ….It was invented by ….It was invented in ….It is used for ….⑵.小组合作, 在组内交流彼此收集的图片和信息。
在交流的过程中运用⑴中的句型, 并尝试引入目标句型。
2.（设计思路：活动⑴中让优秀学生介绍自己收集的图片, 为其它学生做示范, 同时也引起大家对发明的兴趣。
让学生对thehistory of inventions介绍有初步的认识和把握。
通过活动⑵让所有学生都能获得说的机会, 进一步熟悉与the history of inventions的相关内容。
Unit 6 When was it invented教案Unit 6 hen as it invented?Setin A 1 (1a-2d)一、教学目标：1 语言知识目标：1) 能掌握以下单词：heel, sp, eletriit, stle, pret, pleasure, zipper, dail, ebsite, pineer, list, entin能掌握以下句型：①—hen as the telephne invented?—I thin it as invented in 1876②—hat are the used fr?—The are used fr seeing at night2) 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。
二、教学重难点1 教学重点：1) 本时的单词、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：—hen as the telephne invented?—I thin it as invented in 1876—hat are the used fr?—The are used fr seeing at night2 教学难点：运用一般过去时态的被动语态讨论发明的发明时间及用途。
三、教学过程I aring up1 展示一些近代发明的图片与近代发明的发明者，让学生们将图片与发明者相连。
T: D u n hat these inventins are?S1: It’s a arS2: It’s a telephneS3: It’s a televisinT: D u n h these inventrs are?S1: arl BenzS2: Alexander BellS3: L BairdLet Ss ath the inventins and the inventrsⅡPresentatin引导学生们学习一般过去时态的被动语态结构。
让学生们看大屏幕的如果爱和发明者的图片,并将句子改为被动语态。
如：T: arl Benz invented the first ar in 188The first ar as invented (b arl Benz) in 188ⅢTaling1 L at the pitures in 1a Disuss ith ur grup, in hat rder d u thin the ere invented? Tr t nuber the [1-4]2 Ss disuss ith their partners and nuber the pitures3 Taling abut the inventins:A: I thin the TV as invented befre the arB: ell, I thin the TV as invented after the TVⅣListening (1b)1 T: Tell Ss l at the pitures and ears n the left2 Pla the rerding fr the Ss t listen3 Ss listen t the nversatin and tr t ath the inventin ith the prper ear4 Pla the rerding againhe the ansersⅤPair r (1)1 Ss tr t reeber the inventin and the ear2 Student B, ver the dates Student A, as Student B hen the things in the piture in 1b ere invented Then hange rles and pratie again3 Let se pairs as and anser in pairseg A: hen as the telephne invented?B: I thin it as invented in 1876…ⅥLearning the ne rds ≈ ListeningL at the pitures then learn the ne rdsr n 2a:T: Tell Ss the ill hear se interesting inventins1 L at the pitures in 2a Disuss the things hat the are used fr2 Pla the rerding fr the Ss t listen and nuber the pitures3 Pla the rerding again t he the ansersr n 2b:1 Let Ss read the hart bel Explain se ain sentenes fr the Ss ae sure the n hat t d2 Pla the rerding fr the Ss t fill in the blans3 Pla the rerding again t he the ansers4 Listen again and fill in the blansⅦPair r (2)1 Tell Ss t ae nversatins using the infratin in 2b ae a del fr the SsA: hat are the shes ith speial heels used fr?B: The are used fr hanging the stle f the shes2 Let se Ss ae nversatins using the infratin in 2b3 See hih grup des the bestⅧRle-pla(2d)1 Read the nversatins and Let Ss read after the teaher2 Explain se ne rds and ain pints in the nversatin3 As Ss t rle-pla the nversatin in grupsX Language pints1 ell, u d see t have a pint…have a pint 有道理eg I adit (that) u have a pint 我承认你有理。
2 The are used fr seeing in the darbe used fr ding sth表示“被用做某事”。
相当于be used t d sth eg This puter is used t ntrl all the ahines这台电脑是用控制所有机器的。
D u n hat this tl is used fr?你知道这工具是用于做什么的？3 Thin abut h ften it’s used in ur dail livesthin abut 表示“考虑，想起”eg He is thining abut travelling in the suer hlidas他正在考虑暑假旅游的事。
She as thining abut her hildhd das她正回想她的童年时期。
【拓展有关thin 其它的短语】thin f 指“考虑，记忆，记起”如：u thin f everthing! 你全都提到了。
I an’t thin f his nae at the ent 我一时想不起他的名字。
thin sth ver指“仔细想，审慎思考，作进一步考虑”如：Please thin ver hat I said请仔细考虑我说的话。
I ant t thin it ver 我想仔细考虑一下这事。
thin sth ut 指“想通，想出，熟思”如：He thught ut a ne idea 他想出了一个新主意。
That ants thining ut 那事需要仔细考虑。
HerReite the nversatin in 2dSetin A 2 (3a-3)一、教学目标：1 语言知识目标：1) 学习掌握下列词汇：b aident, ruler, bil, reain, sell, saint, natinal, tae plae, dubt, ithut dubt2）阅读短，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。
二、教学重难点1 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，获得相关的信息。
通过阅读练习，提高阅读能力。
2 教学难点：1) 阅读短，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。
三、教学过程ⅠRevisin1 he the her2 Rle-pla the nversatin in 2dⅡLead-in一、播放视频《茶叶的起》，让学生们了解中国的茶化，及茶叶被发明的渊，并了解其发展过程。
1 hat is the vide abut?2 h is the riter f ha ing?Ss tr t anser the questins:It’s abut the teaLu uⅢReadingr n 3a:1 Tell Ss t read the artile quil and ath eah paragraph ith its ain ideaPara 1Para 2Para 3Ss read the artile quil and ath eah paragraph ith its ain idea2 方法指导：先阅读所给的三句话，然后快速阅读短，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 H tea as invented b aidentPara 2 Lu u and his b ha ingPara 3 H tea spread t ther untriesr n 3b:1 告诉学生们再次阅读短内容，并回答3b中的所有问题。
