2019-2020年九年級英語Unit10 When was it invented教案.doc

《2019-2020年九年級英語Unit10 When was it invented教案.doc》由會員分享，可在線閱讀，更多相關(guān)《2019-2020年九年級英語Unit10 When was it invented教案.doc（21頁珍藏版）》請?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年九年級英語Unit10 When was it invented教案 Ⅰ. Analysis of the Teaching Material 1. Status and Function In this unit, students, learn to talk about the history of inventions, using the Passive Voice. And they will know much about the history of ,several inventions. Also they will be asked to think of their own inventions. The children will understand that they should always try out their new ideas. All the students will be interested in the stories of the inventions of the potato chips, the flying disk and some other things. And they will make great progress in English after learning this unit. (1) The first period of this unit mainly introduces some new vocabulary to the students. Most new vocabulary are very useful or, helping the children talk about, the history of inventions. Also the first period gives the children lots of practice in writing, listening and. speaking with the target language. (2) The activities in the second period provide the students much more listening practice and oral practice, using the target language. Also the students will get chances to practice the new vocabulary by listening and speaking. All these will help improve the students’ listening and speaking skills. (3)In the third period, students will make a list of helpful and annoying inventions. And they will discuss their opinions in the inventions. Also they will do some writing and speaking practice. The students can improve their speaking English and know more about the inventions. (4) The fourth period, provides much practice on understanding and using the new adjectives. The new adjectives are used for describing how food tastes. It also gives much more listening and speaking practice. The students will enjoy the story of how the potato chips were invented and make much progress in listening. (5) The fifth period will train the students how to answer the questions according to the article given and to write an article based on the notes given. Students can do much speaking practise through groupwork as well. (6)The sixth period is designed to train the students’ writing skill. It also provides some more practice on using the new adjectives. 2. Teaching Aims and Demands (1) Knowledge Objects In this unit, students learn to talk about the history of the inventions with the Passive Voice. They will also learn some new adjectives. (2) Ability Objects To train the students to use the adjectives, and to train the students’ listening, speaking and writing skills using the target language. (3) Moral Object Keep trying out your new ideas and maybe some new inventions will be invented by you. 3. Teaching Key Points To help the students to grasp the target language and the new adjectives. To let the students know something about the history of the inventions. 4. Teaching Difficult Points To train the students’ listening, speaking, reading and writing skills with the target language. To train the students to use the new adjectives. 5. Studying Ways Get the students to be interested in the history of the inventions and to try out their own ideas on inventing something. Ⅱ. Language Function Talk about the history of inventions Ⅲ. Target Language When was the telephone invented? I think it was invented in 1876. Ⅳ. Structures Passive Voice(questions and statements) Ⅴ. Vocabulary salt, sweet, sour, crispy, pleasant, potato, chips, slipper, leaf, fire, scoop, light bulb, telescope, microwave oven, abacus, camera, beverage be invented by, be used for, by mistake, by accident Ⅵ. Recycling helpful, annoying, telephone, car, alarm clock, shoes, umbrella, bicycle, discover, tea Ⅶ. Learning Strategies Brainstorming Role playing Ⅷ. Teaching Time Six periods The First Period Ⅰ. Teaching Aims and Demands 1．Knowledge Objects (1) Key Vocabulary invent (2) Target Language When was the telephone invented? I think it was invented in 1876. 2．Ability Objects (1) Teach the students to use the new words. (2) Train the students to talk about the history of inventions. (3)Train the students’ listening and speaking skills with the target language. 3. Moral Objects Many important inventions have changed the world a lot. Do you know the inventors of them? And when were they invented? Ⅱ. Teaching Key Points 1. Key Vocabulary invent 2. Target Language Talk about the history of inventions. Ⅲ. Teaching Difficult Points 1. Train the students to talk about the history of inventions. 2. Train the students to understand the target language in spoken conversation. Ⅳ. Teaching Methods 1. Listening. 2. Groupwork. 3. Pairwork. Ⅴ. Teaching Aids 1. A tape recorder. 2. Some pictures or real objects of the inventions. Ⅵ. Teaching Procedures Step I Revision 1. Revise 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. 2. Check the homework by asking some students to share the sentences they made with the verbs with the class. Step Ⅱ 1a This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions. Read the inventions to the students. Call the students’ attention to the five pictures, Tell the students that all of these things were invented in the last 150 years. Point to each picture and let the students tell what it is. Write the names of the five inventions on the blackboard. puter, car, calculator, telephone, TV set Have several different students guess and write the dates on the board. Ask the class to repeat the questions and answers like this. T: When was the puter invented? Class repeat. SS: When was the puter invented? T: Good. Now Tom, what is your guess? S1: 1965. T: OK. Tom, repeat after me. The puter was invented in 1965. T: Class, please repeat. SS: The puter was invented in 1965. Repeat the process with several different inventions. Tell the children that they will find out the real dates after they plete the lesson. After that, ask the students the questions below: Questions: 1. Which one do you think is the oldest? 2. Which one is the newest? 3. Which one do you think is the oldest or the first invention? 4. Which one is the newest or last invention? Ask different students to answer the questions. Have the students look at the example conversation in the box. Ask two students to read this conversation to the class. A: I think the telephone was invented before the car. B: Well, I think the telephone was invented after the car. Read the instructions again to the students. Remind them to remember the inventions from first to last. Then have the students talk 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 Ⅲ 1b This 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 with a blank line in front of each. We’ll listen to a girl and a woman talking about the five inventions. They will talk about when they were invented. Listen carefully and match the inventions and the dates. Write the correct letter in front of each date as the sample given. Ask them to have a look at the sample answer. Tell them the answer in front of 1876 is d. That means that the telephone, which is letter d, was invented in 1876. Play the recording the first time. The students only listen and try to catch the main idea. 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. If some of the answers are hard to get for the children, tell them not to worry and they will make it next. Then play the recording again. Pause after each sentence and let the students repeat. For some difficult sentences, get the students to repeat several times. Be sure that they make everything clear. Answers d 1876 a 1885 e 1927 c 1971 b 1976 Tapescript Girl: Life must have been difficult when you were a kid. Woman: Oh; not really. Why do you say that? Girl: Well, you didn’t have many modern inventions. Like, you probably didn’t have a telephone, right? Woman: Of course we did! How old do you think I am? The telephone was invented in 1876. Girl: How about cars? I bet cars weren’t invented yet. Woman: Sure they were. Cars were invented in 1885. My family had a car. I think you need to take a history class, Alice. Girl: Ha, ha! Well, did you have a TV? Woman: No, we didn’t. The TV was invented around 1927, I think. Some friends of mine had one. But in those days, TVs were really expensive, and we couldn’t afford one. Girl: And I bet you didn’t have calculators and puters and stuff. That’s something I do know. We learned in school that hand-held calculators were invented in 1971 and personal puters were invented in 1976. Woman: You’re right. I didn’t have those things when I was young. But I do now! Step Ⅳ 1c This activity provides guided oral practice using the target language. Read the instructions and point to the list of dates in Activity 1b. You will be talking about the dates things were invented with a partner. Call the students’ attention to the example in the box. Ask a pair of the students to read this conversation to the class. SA: When was the telephone invented? SB: I think it was invented in 1876. Write the conversation on the blackboard. Then get the students to practice in pairs, using the information in Activity 1b. Tell them to do it like this: Student A, covers the dates. Students B, asks Student A when the things in the picture above were invented. Then change roles and practice again. Ask several pairs to share their conversations with the class. Step Ⅴ Summary In this class, we’ve learned to talk about the history of inventions 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 Ⅵ Homework 1. Write out two conversations in Activity 1a. 2. Write out two conversations in Activity 1c. Step Ⅶ Blackboard Design Unit 10 When was it invented? Section A The First Period 1. The names of the five inventions: puter, car, calculator, telephone, TV set 2. Target language: A: When was the telephone invented? B: I think it was invented in 1876. The Third Period Ⅰ. Teaching Aims and Demands 1. Knowledge Objects (1) Oral practice talking about places you would like to visit. (2) Oral particle narrating past events. (3) Oral practice talking about the history of inventions. 2. Ability Objects (1) Train students’ speaking skill. (2) Train students’ writing skill. 3. Moral Object Thank all the inventors. It is they who make our life convenient and easy. Ⅱ. Teaching. Key Points 1. Talk about places you would like to visit. 2. Narrate past events. 3. Talk about the history of inventions. Ⅲ. Teaching Difficult Points Train students’ speaking and writing skills. Ⅳ. Teaching Methods Practice method. Ⅴ. Teaching Aids The blackboard. Ⅵ. Teaching Procedures Step Ⅰ Revision Check homework. Ask different students to say their conversations to the class. Then let students hand in their homework and correct any errors before returning them. Step Ⅱ Part 3 This activity provides writing and speaking practice using the target language. Point out the list of questions. Ask a students to say them to the class. Say, please write your answers to these questions. Point out the sample answer. Remind them to look back at the information in activity 2a to get extra help. Get students to plete the task on their own. Walk around the room offering help with names of different countries. Point out the sample conversation in the box. Invite a pair of students to say it to the class. The B student should think of something to finish the conversation. SA: Where would you like to visit? SB: I’d like to visit Holland. SA: Why do you want to visit there? SB: I want to see the windmills and smell the flowers. Write the conversation on the blackboard. Please work in pairs. Make conversations to talk about places you’d like to visit or you don’t want to go and give reasons. As the pairs work together, walk around the room listening in on various pairs and offering help as needed. Ask several pairs to say their conversations to the class. Answers will vary. Step Ⅲ Part 4 The activity lets students work in pairs to practice writing and speaking skills. Point to the list of sentence starters. Read the sample answer. By the time I was five, I had started learning English to the class. Say, please plete these sentences using your own experience. Get students to plete the task individually. Point out the sample conversation in the box. Invite a pair of students to read it to the class. SA: By the time I was five, I had started learning English. SB: Really? Where did you learn? SA: I went to classes at an English language school. Write the conversation on the blackboard. Please work in pairs. Make conversations to narrate some of your past events. As the pairs work together, walk around the room listening in on various pairs and offering help as needed. Ask several pairs of students to say their conversations to the class. Answers will vary. Then encourage students to talk about what sorts of things they had done by different ages other than those ages in the book. Ask students to pare who had done the same things by different ages. Step Ⅳ Part 5 This activity provides writing and speaking practice using the target language. Read the instructions to the class. Point out the sample conversation in the box. Invite a pair of students to read it to the class. SA: When was it invented? SB: It was invented about a thousand years ago. SA: Who was it invented? SB: It was invented by a Chinese man. Encourage students to go on with the conversation. SA: What is it used for? SB: It is used for many things including writing and printing. SA: How has it developed? SB: It has developed by being created by machine rather than by hand. SA: Is it paper? SB: Yes, it is. Write the conversation on the blackboard. Please think of an invention. Then talk to your partner and try to guess his or her invention. As the pairs are working together, move around the room offering help with names of the inventors and exact dates it necessary. Ask selected students to model their conversations to the class. Step Ⅴ Summary In this class, we’ve practiced talking about places you would like to visit, narrating past events and talking about the history of inventions using the target language. Step Ⅵ Homework 1. Collect more detailed information of different inventions. 2. Reread the conversations in activities 3,4 and 5 to get a further understanding of the target language. Step Ⅶ Blackboard Design Review of Units 6～10 The Third Period Target language: 1. Where would you like to visit? I’d like to go Holland. Why do you want to go there? I want to see the windmills and smell the flowers. 2. By the time I was five, I had started learning English. Really? Where did you learn? I went to classes at an English language school. 3. When was it invented by? It was invented about a thousand years ago. Who was it invented? It was invented by a Chinese man. What is it used for? It is used for many things including writing and printing. How has it developed? It has developed by being created by machine rather than by hand. Is it paper? Yes, it is. The Fourth Period Ⅰ. Teaching Aims and Demands 1．Knowledge Objects (1)Key Vocabulary sweet, salty, crispy, sour, potato, chip, mistake, by mistake, thin, in the end, chef, sprinkle (2)Target Language Did you know potato chips were invented by mistake? No, I didn’t know that. Who invented them? 2.Ability Objects (1)Train the. students’ reading, writing, speaking and listening skills with the Target language. (2)Train the students to use the new vocabulary. 3.Moral Objects you enjoy eating the potato chips? Have you ever thought of the history of the chips? Ⅱ. Teaching Key Points 1. Train the students’ reading, writing, speaking and listening skills with the target language. 2. Teach the students to use the new vocabulary correctly. Ⅲ. Teaching Difficult Points Do the listening practice. Ⅳ. Teaching Methods 1.Listening 2. Pairwork Ⅴ. Teaching Aids 1. A tape recorder 2. Some bags of potato chips. Ⅵ. Teaching Procedures Step Ⅰ Revision 1. Check the homework by asking some children to read their conversations to the class. 2. Ask some questions about the inventions. For example, what do you think is the most helpful invention? 3. Dictate the words below: bulb light, microwave oven, island. Step Ⅱ 1a This activity introduces new vocabulary. First, show the new vocabulary on the screen by a projector. sweet adj.甜的；含糖的 salty adj. 咸的；含鹽的 crispy adj.脆的；易碎的 sour adj. 酸的；酸味的 potato n. 土豆 chip n. (食物等)片 mistake n.錯(cuò)誤；過去；誤解 by mistake 錯(cuò)誤地 thin adj. 薄的；細(xì)的 in the end最后；終于 chef n.廚師 sprinkle v.撒(粉末狀物)；灑(液體) 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 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 in their own words, or give some examples of foods that show what each word means. For example, help the students explain it like this: Sweet is used for describing something that tastes like sugar or honey. It’s the opposite word of sour. After that, ask the Students to tell the names of the foods in the pictures potato chips, lemon, ice cream, tea. Please choose the words in the box to describe how the food in the pictures tastes. Write them under the correct pictures. Note that some pictures have more than one word. Tell them to see the example answer before writing. After a while, check the answers by asking several students to read their answers to the class. Answers: potato chips: crispy, salty lemon: sour ice cream: sweet tea: sweet Optional activity Bring some foods that taste sweet, crispy, salty and sour to the class. Have some students, one at a time, taste little pieces of each food. Then report how the foods taste to the class with the new adjectives, sweet, crispy, salty and sour. Students may one more than one word to describe some foods. Step Ⅲ 1b This 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 each word. You can write the name of any food you know in the blank. Can you think of other sweet food now? (apple, orange, etc.) Ask the students to plete 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. Answers: Answers will vary but may include: sweet: apple, orange juice, soda, cake, honey crispy: french fries, salad, lettuce salty: french fries, olives, pepperoni, pizza, popcorn sour: pickle, grapefruit Step Ⅳ 2a This activity gives students practice understanding the target language in spoken conversation. Let