【 – 小学作文】
【篇一】unit6,when,was,it,invented教学设计
九年级英语第六单元教案Unit 6 When was it invented
Unit 6 When was it invented?
Unit 6 Section 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, scoop, electricity, style, project, pleasure, zipper, daily, website,
pioneer, list, mention
能掌握以下句型：
① —When was the telephone invented? —I think it was invented in 1876.
② —What are they used for? —They are used for seeing at night.
2) 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) 本课时的单词、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：
—When was the telephone invented? —I think it was invented in 1876.
—What are they used for? —They are used for seeing at night.
2. 教学难点：
运用一般过去时态的被动语态来讨论发明的发明时间及用途。
三、教学过程
I. Warming up
1. 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: Do you know what these inventions are? S1: It’s a car.
S2: It’s a telephone. S3: It’s a television.
T: Do you know who these inventors are? S1: Karl Benz
S2: Alexander Bell S3: J. L. Baird
Let Ss match the inventions and the inventors.
Ⅱ. Presentation
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: Karl Benz invented the first car in 1885.
The first car was invented (by Karl Benz) in 1885.
Ⅲ. Talking
1. Look at the pictures in 1a. Discuss with your group, in what order do you think they were invented? Try to number them [1-4].
2. Ss discuss with their partners and number the pictures.
3. Talking about the inventions:
A: I think the TV was invented before the car.
B: Well, I think the TV was invented after the TV.
Ⅳ. Listening (1b)
1. T: Tell Ss look at the pictures and years on the left.
2. Play the recording for the Ss to listen.
3. Ss listen to the conversation and try to match the invention with the proper year.
4. Play the recording again.
5. Check the answers.
Ⅴ. Pair work (1c)
1. Ss try to remember the invention and the year.
2. Student B, cover the dates. Student A, ask Student B when the things in the picture in 1b were invented. Then change roles and practice again.
3. Let some pairs ask and answer in pairs.
e.g. A: When was the telephone invented? B: I think it was invented in 1876. …
Ⅵ. Learning the new words & Listening
Look at the pictures then learn the new words.
Work on 2a:
T: Tell Ss they will hear some interesting inventions.
1. Look at the pictures in 2a. Discuss the things what they are used for.
2. Play the recording for the Ss to listen and number the pictures.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the chart below. Explain some main sentences for the Ss. Make sure they know what to do.
2. Play the recording for the Ss to fill in the blanks.
3. Play the recording again to check the answers.
4. Listen again and fill in the blanks.
Ⅶ. Pair work (2c)
1. Tell Ss to make conversations using the information in 2b. Make a model for the Ss.
A: What are the shoes with special heels used for?
B: They are used for changing the style of the shoes.
2. Let some Ss make conversations using the information in 2b.
3. See which group does the best.
Ⅷ. Role-play(2d)
1. Read the conversations and Let Ss read after the teacher.
2. Explain some new words and main points in the conversation.
3. Ask Ss to role-play the conversation in groups.
X. Language points 1. Well, you do seem to have a point…
have a point 有道理
e.g. I admit (that) you have a point. 我承认你有理。
2. They are used for seeing in the dark.
be used for doing sth.表示“被用来 做某事”。 相当于be used to do sth.
e.g. This computer is used to control all the machines. 这台电脑是用来控制所有机器的。 Do you know what this tool is used for? 你知道这工具是用于做什么的？
3. Think about how often it’s used in our daily lives.
think about 表示“考虑，想起”
e.g. He is thinking about travelling in the summer holidays. 他正在考虑暑假旅游的事。 She was thinking about her childhood days. 她正回想她的童年时期。
【拓展有关think 其它的短语】
think of 指“考虑，记忆，记起”
如：You think of everything! 你全都提到了。
I can’t think of his name at the moment. 我一时想不起他的名字。
think sth. over指“仔细想，审慎思考，作进一步考虑”
如：Please think over what I said.请仔细考虑我说的话。
I want to think it over. 我想仔细考虑一下这件事。
think sth. out 指“想通，想出，熟思”
如：He thought out a new idea. 他想出了一个新主意。
That wants thinking out. 那件事需要仔细考虑。
Homework
Recite the conversation in 2d.
Unit 6 Section A 2 (3a-3c)
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：by accident, ruler, boil, remain, smell, saint, national, take place, doubt, without doubt
2）阅读短文，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) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
2. 教学难点：
1) 阅读短文，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
Ⅰ. Revision
1. Check the homework.
2. Role-play the conversation in 2d.
Ⅱ. Lead-in
一、播放视频《茶叶的起源》，让学生们了解中国的茶文化，及茶叶被发明的渊源，并了解其发展过程。
1. What is the video about?
2. Who is the writer of Cha Jing?
Ss try to answer the questions: It’s about the tea.
Lu Yu.
Ⅲ. Reading
Work on 3a:
Para. 1 Para. 2 Para. 3
2. 方法指导：先阅读所给的三句话，然后快速阅读短文，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 How tea was invented by accident
Para. 2 Lu Yu and his book Cha Jing
Para. 3 How tea spread to other countries
Work on 3b:
1. 告诉学生们再次阅读短文内容，并回答3b中的所有问题。
2. 学生们先阅读这些问题，理解它们的意思，然后带着相关问题仔细回读短文，并在短文的相关信息处划线。
3. 让学生们回答问题，并校对答案。unit6,when,was,it,invented教学设计
① It was first drunk nearly 5, 000 years ago. ② It was invented by accident.
③ Lu Yu. ④ It’s about how tea plants were grown and used to make tea.
⑤ It is believed tea was brought to Korea and Japan during the 6th and 7th centuries. Tea didn’t appear until around 1660 in England.
4. 让学生读一下自己的答案，并改正答案。
Ⅳ. Post reading
Read and fill the blanks.
Fill the blanks according to the first paragraph.
Tea (after water), the most popular drink in the world _______ (invent) by accident. It is believed that tea _______ (drink) 5,000 years ago. It ______ (say) that a Chinese ruler ______ (call) Shen Nong was the first ______ (discover) tea as a drink. One day Shen Nong _______ (boil) drinking water over an open fire. Some leaves from a tea plant ____ (fall) into the water and remained there for some time. It ________ (produce) a nice smell so he ______ (taste) the brown water. It was quite delicious, and so, one of the world’s favorite drinks _________ (invent).
2. Fill the blanks according to the second paragraph. Lu Yu, “the saint of tea”, ______ (mention) Shen Nong in his book Cha Jing a few thousand years later. The book describes how tea plants _______ and used to make tea. It also discusses where the finest tea leaves _______ (produce) and what kinds of water _______ (use).
3. Fill in the blanks with the proper forms .
People believed that tea _______ (bring) to Korea and Japan during the 6th and 7th centuries. In England, tea ________ (not appear) until around 1660, but in less than 100 years, it had become the national drink. The tea trade from China to Western countries ______ (take) place in the 19th century. Work on 3c. Complete the sentences with the correct forms of the verbs in the box.
1. 告诉学生们本学习活动的要求：用所给单词的适当形式填空。
2. 让学生们读3c中的内容，理解每个句子的大体意思。
3. 学生们阅读句子内容，回想短文的内容，选择恰当的单词并用其恰当形式填空。
4. 如果不能直接填上，可以再去阅读短文，在相关的内容处，再仔细进行阅读，找到相关信息，并完成句子。
5. Check the answers。
( 1. invented 2. drunk 3. produced 4. brought 5. traded ）
Ⅴ. Language points
1. by accident 偶然；意外地
e.g. The little girl knocked the glass by accident. 小女孩不小心碰落了玻璃杯。
2. ruler n. 统治者；支配者
rule (统治) + (e)r → ruler 统治者
e.g. The new nation needed a modern-minded ruler. 这个新兴国家需要一位现代头脑的统治者。
3. boil v. 煮沸；烧开
e.g. Boil the potato for 20 minutes. 把土豆煮20分钟。
4. remain v. 保持不变；剩余
① 作连系动词，后跟名词、形容词、不定式、分词等做表语。指保持某种状态。
e.g. Peter become a manager, but Mike remained a worker. 彼得成为经理，可迈克仍是工人。 ② 作不及物动词，意为“剩余”。
e.g. Only a few leaves remained on the tree. 树上仅剩下几片叶子。
5. smell n. 气味
e.g. The apples give off a sweet smell. 苹果发出非常甜的味道。
v. 发出气味；闻到
e.g. I can smell some nice noodle soup. 我能闻到香喷喷的面汤味。
6. national adj. 国家的; 民族的
nation (国家) + al → national
e.g. The group of dancers wore national dress. 那群跳舞演员穿着民族服装。
7. without doubt 毫无疑问；的确
e.g. Li Na, without doubt, is the best tennis player in China. 毫无疑问，李娜是中国最优秀的网球运动员。
8. take place 发生；出现
① 是不及物动词，不能用于被动语态；常指事先安排或事发有因的事情。
e.g. Her sister’s marriage took place at 8:00 today. 她姐姐的婚礼今天八点举行。
② 辨析：happen则常指偶然发生的事情
e.g. I happened to see Peter on my way to the museum. 在去博物馆的路上我碰巧遇到皮特。
9. It is said that a Chinese ruler called Shen Nong was the first to discover
tea as a drink. 据说有一位叫作神农的中国统治者最早发现了茶可以饮用。 It is said that…是个常见句式，表示“据说……”, that后面接完整的句子。
e.g. It is said that thirteen is an unlucky number in many Western countries.
据说在许多西方国家13是个不吉利的数字。
本单元还有一个类似的句式:
It is believed that…，意思是“人们认为……”, 其后同样接完整的句子。
e.g. It is believed that tea was brought to Korea and Japan during the 6th and 7th centuries. 人们认为，茶在六至七世纪传到了朝鲜和日本。
10.《茶经》是我国唐代一部有关茶叶及品茶的专著，作者陆羽。该书共分三卷十节，全面叙
述了茶叶生产的历史，源流，生产技术以及饮茶技艺和茶道原理，享有 “茶叶百科全书”之美誉。
VI. Exercises
一、选词填空
smell, remain, ruler, boil, national
1. October 1st is __________ Day in China. 2. Humans are the _____ of the earth.
3. When fish goes bad, it _______ terrible. 4. They _________ in that forest for a year.
5. Water ______ at 100℃.
二、根据汉语提示完成句子。
1. I found the key __________ (偶然) when I was cleaning the house.
2. The May 4 Movement ___________（发生）in Beijing in 1919. 3. He’ll succeed ____________ (毫无疑问) this time.
4. ________ (据说) Shen Nong was the first to discover tea as a drink.
5. Tea _________________(被带到) Korea and Japan during 6th and 7th centuries.
Homework
1. Read the passage several times after school.
2. Make sentences with these words:
by accident, it is believed that, take place, no doubt, be used for, fall into
Unit 6 Section A 3 (Grammar Focus-4c)
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：fridge, low, somebody, translate, lock, earthquake, sudden, all of a sudden,
biscuit, cookie, instrument
2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）进一步学习运用一般过去时态的被动语态。
4) 掌握主动语态变被动语态的方法，并通过不同方式的练习，来熟练运用。
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) 学习生词fridge, low, somebody, translate, lock, earthquake, sudden, all of a sudden, biscuit, cookie, instrument
2) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2. 教学难点：
1) 一般过去时态的句子变为被动语态。
2) 综合运用所学的知识进行练习运用。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words learned in the last class.
2. Review some main phrases we learned in the last class. Check the homework.
3. Let some Ss tell something about how tea was invented by accident.
Tell something about how tea was invented by accident.
One day Shen Nong was boiling drinking water over an open fire. Some leaves from a tea plant fell into the water and remained there for some time.
It produced a nice smell so he tasted the brown water. It was quite delicious and one of the world’s favorite drink was invented.
Tell something about Lu Yu and his Cha Jing. Lu Yu “the saint of tea” mentioned Shen Nong in his book Cha Jing. The book 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.
It is believed that tea was brought to Korea and Japan during 6th and 7th centuries. In England, tea didn’t appear until around 1660. The tea trade from China to Western countries took place in the 19th century.
Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 拉链是什么时候被发明的？ ______ _____ the zipper ________?
② 它于1893年被发明。 It ______ _________ in 1893.
③ 它是由谁发明的？ ______ _____ it invented ______?
④ 它是由惠特科姆贾得森发明的。 It _____ _______ _____ Whitcomb Judson. ⑤ 茶叶什么时候被带到朝鲜去的？ _____ ______tea ________ to Korea?
⑥ 茶叶在六到七世纪之间被带到朝鲜。 It _____ _______ to Korea ________the 6th and 7th centuries.
⑦ 热冰淇淋勺用来做什么？ What ____ the hot ice-cream _____ _____?
⑧ 它用于挖很冷的冰淇淋。 It’s _____ ______ ______ really cold ice-cream.
⑨ 电话机在1876年被贝尔所发明。 The telephone _____ ________ _____ Alexander Graham Bell in 1876.
⑩ 贝尔于1876年发明了电话机。 Alexander Graham Bell _________ the telephone in 1876.
2. 学生们根据记忆，看大屏幕来完成填空练习。
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。 Ⅲ. Grammar
一般过去时态的被动语态的构成
英语有两种语态：主动语态和被动语态。主动语态表示主语是动作的执行者，而被动语态则表示主语是动作的承受者。如：
We cleaned the classroom yesterday. 我们昨天打扫了教室。
(主动语态，主语we是clean这一动作的执行者)
The classroom was cleaned yesterday. 教室昨天被打扫。
【篇二】unit6,when,was,it,invented教学设计
九年级上Unit6When was it invented基于标准的教学设计结构
课题 Unit6 When was it invented?
教材来源： 初中九年级《英语》教科书/人民教育出版社2014年版 内容来源：初中九年级《英语（全一册）》第6单元 主 题：When was it invented? 课 时：共5课时，第1课时 授课对象：九年级学生
设 计 者：张慧敏 郑州市航空港区三官庙初中
目标确定的依据
1.课程标准相关要求
能针对所听语段的内容记录简单信息，
能就简单的话题提供信息，表达简单的观点和意见，参与讨论 理解和领悟词汇的基本含义以及在特定语境中的意义 了解常用语言形式的基本结构和常用表意功能 2.教材分析
本单元围绕话题“发明”，介绍了我们日常生活中一些常见物品的发明历史，如：电视、电话、拉链、茶叶、薯片和篮球等，它们被发明的时间、被什么人发明及其作用或发展等内容；从语言结构上，需要学习被动语态的过去时。第一课时主题图是由四幅小图组成，呈现的 是现代生活中常见用品：电话、电视、电脑和小汽车。活动1a-1c是整个SectionA的基础。通过练习句型：When was it invented?句型讨论图中发明出现的先后顺序，同时又通过句型What was it used for? Who was it invented by?进一步练习被动语态的过去时。活动1c/2a-2c侧重听说互动，是对单元话题的深化和拓展，通过完成2a2b的活动，强化学生的听写能力。
3.学情分析
九年级学生经过两年的系统学习，英语已经有了相应的基础，对于各种时态和语态有了一定的接受理解能力，第五单元学习了被动语态的现在时，学生能够根据所学举一反三对本单元语法时态的学习相对容易些。但是仍有部分学生的水平较低，而且学习习惯也不是很好，成了“学困生”，对英语失去了学习兴趣和激情，这部分学生人数较多。
目标
1.通过课前预习，老师领读，互动练习，学会并掌握本节课的生词。
2.通过老师举例引导，模仿学习，利用身边的物品了解掌握被动语态的过去时，能够运用本节所学句型和他人互相练习被动语态。
3. 根据老师的指导，学会抓取听力中的关键词，完成听力材料来练习听力能力。
评价任务
任务1：抽部分学生上台演板，其他学生同时听写生词，检测目标1的完成情况。 任务2：大量模仿练习后，让学生对被动语态的过去时有初步的了解，通过生生练习，小组练习，老师提问，上台展示等方式，检测目标2的完成情况。
任务3：教师讲解听力技巧，播放听力，学生完成听力1B,2A,2B以检测目标3的完成情况。
教学过程
板书设计
Unit6 When was it invented?
When was it invented?
I think the TV/ telephone was invented before/after the. What is it used for?
It was used for.
What are they used for.? They are used for.
【篇三】unit6,when,was,it,invented教学设计
Unit 6 When was it invented 教案
Unit 6 When was it invented?
Period 1 Section 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, scoop, electricity, style, project, pleasure, zipper, daily, website,
pioneer, list, mention
能掌握以下句型：
① —When was the telephone invented?
—I think it was invented in 1876.
② —What are they used for?
—They are used for seeing at night.
2) 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) 本课时的单词、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：
—When was the telephone invented?
—I think it was invented in 1876.
—What are they used for?
—They are used for seeing at night.
2. 教学难点：
运用一般过去时态的被动语态来讨论发明的发明时间及用途。
三、教学过程
I. Warming up
1. 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: Do you know what these inventions are?
S1: It’s a car.
S2: It’s a telephone.
S3: It’s a television.
T: Do you know who these inventors are?
S1: Karl Benz
S2: Alexander Bell
S3: J. L. Baird
Let Ss match the inventions and the inventors.
Ⅱ. Presentation
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: Karl Benz invented the first car in 1885.
The first car was invented (by Karl Benz) in 1885.
Ⅲ. Talking
1. Look at the pictures in 1a. Discuss with your group, in what order do you think they were invented? Try to number them [1-4].
2. Ss discuss with their partners and number the pictures.
3. Talking about the inventions:
A: I think the TV was invented before the car.
B: I don’t agree with you. I think the TV was invented after the TV.
Ⅳ. Listening (1b)
1. T: Tell Ss look at the pictures and years on the left.
2. Play the recording for the Ss to listen.
3. Ss listen to the conversation and try to match the invention with the proper year.
4. Play the recording again.
5. Check the answers.
Ⅴ. Pair work (1c)
1. Ss try to remember the invention and the year.
2. Student B, cover the dates. Student A, ask Student B when the things in the picture in 1b were invented. Then change roles and practice again.
3. Let some pairs ask and answer in pairs.
e.g. A: When was the telephone invented?
B: I think it was invented in 1876.
…
Ⅵ. Learning the new words & Listening
Look at the pictures then learn the new words.
Work on 2a:
T: Tell Ss they will hear some interesting inventions.
1. Look at the pictures in 2a. Discuss the things what they are used for.
2. Play the recording for the Ss to listen and number the pictures.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the chart below. Explain some main sentences for the Ss. Make sure they know what to do.
2. Play the recording for the Ss to fill in the blanks.
3. Play the recording again to check the answers.
4. Listen again and fill in the blanks.
Ⅶ. Pair work (2c)
1. Tell Ss to make conversations using the information in 2b. Make a model for the Ss.
A: What are the shoes with special heels used for?
B: They are used for changing the style of the shoes.
2. Let some Ss make conversations using the information in 2b.
3. See which group does the best.
Ⅷ. Role-play (2d)
1. Read the conversations and Let Ss read after the teacher.
2. Explain some new words and main points in the conversation.
3. Ask Ss to role-play the conversation in groups.
X. Language points
1. Well, you do seem to have a point…
嗯，看来你说的确实有道理……
这句话中的助动词do放在动词seem前面主要用来加强语气，通常可译作“的确，确实”。在谓语动词前添加助动词do表示强调的用法常见于肯定句和祈使句中。
在英语中，have a point通常指某人的说法或想法“有道理”。如:
Perhaps you have a point there, but the problem is that we don’t have a choice.
也许你说的有道理，但问题是我们没有选择。
2. They are used for seeing in the dark.
be used for doing sth.表示“被用来 做某事”。 相当于be used to do sth.
e.g. This computer is used to control all the machines.
这台电脑是用来控制所有机器的。
Do you know what this tool is used for?
你知道这工具是用于做什么的？
3. Think about how often it’s used in our daily lives.
think about 表示“考虑，想起”
e.g. He is thinking about travelling in the summer holidays.
他正在考虑暑假旅游的事。
She was thinking about her childhood days.
她正回想她的童年时期。
【拓展有关think 其它的短语】
think of 指“考虑，记忆，记起”
如：You think of everything! 你全都提到了。
I can’t think of his name at the moment. 我一时想不起他的名字。
think sth. over指“仔细想，审慎思考，作进一步考虑”
如：Please think over what I said.请仔细考虑我说的话。
I want to think it over. 我想仔细考虑一下这件事。
think sth. out 指“想通，想出，熟思”
如：He thought out a new idea. 他想出了一个新主意。
That wants thinking out. 那件事需要仔细考虑。
Homework
Recite the conversation in 2d.
Period 2 Section A 2 (3a-3c)
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：by accident, ruler, boil, remain, smell, saint, national, take place, doubt, without doubt
2）阅读短文，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) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
2. 教学难点：
1) 阅读短文，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
Ⅰ. Revision
1. Check the homework.
2. Role-play the conversation in 2d.
Ⅱ. Lead-in
一、播放视频《茶叶的起源》，让学生们了解中国的茶文化，及茶叶被发明的渊源，并了解其发展过程。
1. What is the video about?
2. Who is the writer of Cha Jing?
Ss try to answer the questions:
It’s about the tea.
Lu Yu.
Ⅲ. Reading
Work on 3a:
Para. 1 Para. 2 Para. 3
2. 方法指导：先阅读所给的三句话，然后快速阅读短文，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 How tea was invented by accident
Para. 2 Lu Yu and his book Cha Jing
Para. 3 How tea spread to other countries
Work on 3b:
1. 告诉学生们再次阅读短文内容，并回答3b中的所有问题。
2. 学生们先阅读这些问题，理解它们的意思，然后带着相关问题仔细回读短文，并在短文的相关信息处划线。
3. 让学生们回答问题，并校对答案。
① It was first drunk nearly 5, 000 years ago.
② Some leaves from a tea plant fell into the boiling water. It produced a nice smell and tasted delicious. This is how tea was invented.
③ Lu Yu.
④ It describes how tea plants were grown and used to make tea.
⑤ It was brought to Korea and Japan during the 6th and 7th centuries and to England around 1660.
4. 让学生读一下自己的答案，并改正答案。
Ⅳ. Post reading
Read and fill the blanks.
Fill the blanks according to the first paragraph.
Tea (after water), the most popular drink in the world _______ (invent) by accident. It is believed that tea _______ (drink) 5,000 years ago. It ______ (say) that a Chinese ruler ______ (call) Shen Nong was the first ______ (discover) tea as a drink. One day Shen Nong _______ (boil) drinking water over an open fire. Some leaves from a tea plant ____ (fall) into the water and remained there for some time. It ________ (produce) a nice smell so he ______ (taste) the brown water. It was quite delicious, and so, one of the world’s favorite drinks _________ (invent).
2. Fill the blanks according to the second paragraph.
Lu Yu, “the saint of tea”, ______ (mention) Shen Nong in his book Cha Jing a few thousand years later. The book describes how tea plants _______ and used to make tea. It also discusses where the finest tea leaves _______ (produce) and what kinds of water _______ (use).
3. Fill in the blanks with the proper forms.
People believed that tea _______ (bring) to Korea and Japan during the 6th and 7th centuries. In England, tea ________ (not appear) until around 1660, but in less than 100 years, it had become the national drink. The tea trade from China to Western countries ______ (take) place in the 19th century.
Work on 3c. Complete the sentences with the correct forms of the verbs in the box.
1. 告诉学生们本学习活动的要求：用所给单词的适当形式填空。
2. 让学生们读3c中的内容，理解每个句子的大体意思。
3. 学生们阅读句子内容，回想短文的内容，选择恰当的单词并用其恰当形式填空。
4. 如果不能直接填上，可以再去阅读短文，在相关的内容处，再仔细进行阅读，找到相关信息，并完成句子。
5. Check the answers。
( 1. invented 2. drunk 3. produced 4. brought 5. traded ）
Ⅴ. Language points
1. by accident 偶然；意外地
e.g. The little girl knocked the glass by accident.
小女孩不小心碰落了玻璃杯。
2. ruler n. 统治者；支配者
rule (统治) + (e)r → ruler 统治者
e.g. The new nation needed a modern-minded ruler.
这个新兴国家需要一位现代头脑的统治者。
3. boil v. 煮沸；烧开
e.g. Boil the potato for 20 minutes. 把土豆煮20分钟。
4. remain v. 保持不变；剩余
① 作连系动词，后跟名词、形容词、不定式、分词等做表语。指保持某种状态。e.g. Peter become a manager, but Mike remained a worker.
彼得成为经理，可迈克仍是工人。
② 作不及物动词，意为“剩余”。
e.g. Only a few leaves remained on the tree.
树上仅剩下几片叶子。
5. smell n. 气味
作名词，意为“气味；嗅觉”。
e.g. The apples give off a sweet smell.
苹果散发出香甜的气味。
Dogs have a very good sense of smell.
狗的嗅觉非常灵敏。
作及物动词，意为“闻到；闻”。
e.g. Did you smell anything unusual? 你闻到什么特殊气味没有？
I like to smell the flowers. 我喜欢闻花香。
作系动词，意为“有 / 发出……气味”。
e.g. The dinner smelt delicious.
饭菜闻起来很香啊。
【运用】选出下列句子中划线单词的词性及含义。
A. 名词 嗅觉
B. 动词 闻
C. 系动词 发出……气味
D. 名词 气味
( ) (1) There’s a delicious ( ( ( terrible. Don’t eat it anymore.
Answers: D B AC
6. national adj. 国家的; 民族的
nation (国家) + al → nationalunit6,when,was,it,invented教学设计
e.g. The group of dancers wore national dress.
那群跳舞演员穿着民族服装。
7. without doubt 毫无疑问；的确
e.g. Li Na, without doubt, is the best tennis player in China.
毫无疑问，李娜是中国最优秀的网球运动员。
8. take place 发生；出现
① 是不及物动词，不能用于被动语态；常指事先安排或事发有因的事情。 e.g. Her sister’s marriage took place at 8:00 today.
她姐姐的婚礼今天八点举行。
【篇四】unit6,when,was,it,invented教学设计
人教版九年级英语Unit_6_When_was_it_invented_教案
Unit 6 When was it invented?
一．教材分析
本单元涉及内容是本书当中比较重要的一部分。被动语态结构及运用是教学中一个
难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。另外通
过对我们熟悉经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思
考，善于总结的好习惯。
二、教学目标
1）知识目标 扩容新单词，提高阅读能力。理解和良好运用被动语态。
2）技能目标 能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发
表自己的看法，并说明理由。
3）情感目标 使学生懂得人类的科学发明创造了丰富的物质文明。培养学生的创
造发明的能力和愿望
三、教学重点
掌握一般过去时的被动语态
四、教学难点
弄清主动语态与被动语态的差异，通过练习和运用加以巩固
五、教法运用
本单元主要采用任务型教学。在本课的任务型语言教学中，我将依据课程的总体目标
并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，
使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境
中体会语言、掌握语言的应用。
六、教学手段
1）多媒体辅助：使用自制的课件，使抽象的语言变得直观，为学生运用英语进行交际
创设情景，实现师生互动，生生互动和人机互动的多向交流。
2）非测试性评价：重视形成性评价，充分发挥其积极作用，促进新的评价体系
的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表
等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科
学的价值观。
七、教学效果预测；
1． 能够掌握被动语态，并运用到一定的语言环境。
2． 通过多媒体和任务的完成学生会突破难点，产生一定创造精神。
3． 能完成教学目标，调动学生学习热情。
八、课时安排：6课时
九、教学程序
Period One Section 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, scoop, electricity, style, project, pleasure, zipper,
daily, website, pioneer, list, mention
能掌握以下句型：
① —When was the telephone invented?—I think it was invented in 1876.
② —What are they used for? —They are used for seeing at night.unit6,when,was,it,invented教学设计
2) 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) 本课时的单词、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：
—When was the telephone invented? —I think it was invented in 1876.
—What are they used for? —They are used for seeing at night.
2. 教学难点：
运用一般过去时态的被动语态来讨论发明的发明时间及用途。
三、教法运用
主要采用任务型教学。结合教学内容，创造性地设计贴近学生生活实际的任务活动，
吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在情境中
体会语言、掌握语言的应用。
四、学法指导
培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行
听说读写的训练。
五、教学过程
I. Warming up
1. 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: Do you know what these inventions are?
S1: It’s a car. S2: It’s a telephone. S3: It’s a television.
T: Do you know who these inventors are?
S1: Karl Benz S2: Alexander Bell S3: J. L. Baird
Let Ss match the inventions and the inventors.
Ⅱ. Presentation
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: Karl Benz invented the first car in 1885.
The first car was invented (by Karl Benz) in 1885.
Ⅲ. Talking
1. Look at the pictures in 1a. Discuss with your group, in what order do you think
they were invented? Try to number them [1-4].
2. Ss discuss with their partners and number the pictures.
3. Talking about the inventions:
A: I think the TV was invented before the car.
B: Well, I think the TV was invented after the TV.
Ⅳ. Listening (1b)
1. T: Tell Ss look at the pictures and years on the left.
2. Play the recording for the Ss to listen.
3. Ss listen to the conversation and try to match the invention with the proper
year.
4. Play the recording again.
5. Check the answers.
Ⅴ. Pair work (1c)
1. Ss try to remember the invention and the year.
2. Student B, cover the dates. Student A, ask Student B when the things in the
picture in 1b were invented. Then change roles and practice again.
3. Let some pairs ask and answer in pairs.
e.g. A: When was the telephone invented?
B: I think it was invented in 1876.
…
Ⅵ. Learning the new words & Listening
Look at the pictures then learn the new words.
Work on 2a:
T: Tell Ss they will hear some interesting inventions.
1. Look at the pictures in 2a. Discuss the things what they are used for.
2. Play the recording for the Ss to listen and number the pictures.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the chart below. Explain some main sentences for the Ss. Make sure
they know what to do.
2. Play the recording for the Ss to fill in the blanks.
3. Play the recording again to check the answers.
4. Listen again and fill in the blanks.
Ⅶ. Pair work (2c)
1. Tell Ss to make conversations using the information in 2b. Make a model for
the Ss.
A: What are the shoes with special heels used for?
B: They are used for changing the style of the shoes.
2. Let some Ss make conversations using the information in 2b.
3. See which group does the best.
Ⅷ. Role-play(2d)
1. Read the conversations and Let Ss read after the teacher.
2. Explain some new words and main points in the conversation.
3. Ask Ss to role-play the conversation in groups.
X. Language points
1. Well, you do seem to have a point… have a point 有道理
e.g. I admit (that) you have a point. 我承认你有理。
2. They are used for seeing in the dark.
be used for doing sth.表示“被用来 做某事”。 相当于be used to do sth.unit6,when,was,it,invented教学设计
e.g. This computer is used to control all the machines.
这台电脑是用来控制所有机器的。
Do you know what this tool is used for? 你知道这工具是用于做什么的？
3. Think about how often it’s used in our daily lives.
think about 表示“考虑，想起”
e.g. He is thinking about travelling in the summer holidays.
他正在考虑暑假旅游的事。
She was thinking about her childhood days.她正回想她的童年时期。
【拓展有关think 其它的短语】
think of 指“考虑，记忆，记起”
think sth. over指“仔细想，审慎思考，作进一步考虑”
think sth. out 指“想通，想出，熟思”
Homework
Recite the conversation in 2d.
六、课后反思：
Period Two Section A 2 (3a-3c)
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：by accident, ruler, boil, remain, smell, saint, national, take place, doubt, without doubt
2）阅读短文，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。
【篇五】unit6,when,was,it,invented教学设计
Unit6 When was it invented? 教学设计 教案
教学准备
1. 教学目标
掌握一般过去时的被动语态的特殊疑问句
2. 教学重点/难点
一般过去时的被动语态的特殊疑问句结构是“疑问词+be动词+主语+动词的过去分词+其他？”
3. 教学用具
4. 标签
教学过程
Step 1 Warming up
T: Can you tell me some great inventions that are important in our daily life?
Ss: Yes. The mobile phone, the computer, the airconditioner, the fridge, the light and so on.
T: Yes. The inventions have changed our life.
Step 2 Presentation (1a)
Look at the four things in 1a. In what order do you think they were invented? Get the students to discuss them with their group. Then number them [1－4]．
Step 3 Listening (1b)(有一定难度，增设听力训练题见素材三)
1. Listen for the general idea of 1b.
The general idea of the conversation is about _______．
A. who invented the things B. when the things were invented
C. where the things were invented
[答案] B
2. Listen for the specific ideas of 1b.
Get the students to listen and match the inventions with the years.
[答案] d；a；c；b
3. Check their work with the whole class.
Step 4 Pairwork (1c)
Student B, cover the dates. Student A, ask Student B when the things in the picture in 1b were invented. Then change roles and practice again.e.g.
A: When was theinvented?
B: I think it was invented in
Step 5 Presentation
T: Look at the picture in 2a. There are some inventions on the table. What are they?
Ss: They are shoes with special heels, shoes with lights and hot ice-cream scoop.
T: They are small inventions and they can make our life more
interesting and convenient. Two students are talking about them. Step 6 Listening (2a－2b)
1. Get the students to listen and number the inventions [1－3] in the order they hear them in 2a.
2. Have the students listen again and complete the chart in 2b.
[答案] 1.3; 1; 2 2.changing; in the dark; serving
Step 7 Practice (2c)
Ask the students to make conversations in pairs using the information in 2b.e. g.
A: What are they used for?
B: They are used for
Step 8 Roleplay (2d)
1. Read for the main idea of 2d.(略读，了解大意)
The main idea of 2d is about _______．
A. some small inventions B. a small invention—the zipper
C. a school project
[答案] B
2. Read for the specific ideas of 2d.(细读，把握关键信息点)
Read the conversation again and find out the answers to the following questions.
(1)Who invented the zipper？ (2)When was the zipper invented?
(3)When was it used widely?
[答案] (1)Whitcomb Judson. (2)In 1893. (3)Around 1917.
3. Read after the tape.
4. Read the conversation aloud in pairs.
5. Roleplay the conversation in pairs. Then go to the front of the classroom and perform it to the whole class.
Step 9 Language points(详见P212 课堂互动探究)
be used for, be invented by
课堂小结
1. 一般过去时的被动语态表示主语是过去某个动作的承受者，谓语动词由“was/were＋动词的过去分词”构成。
2. 把主动语态中的主语放在介词by之后作宾语，将主格改为宾格(“by＋人称代词”短语可以省略)。
课后习题
将下列句子变被动语态
1.Edison invented the light bulb .
The light bulb _____ ______ _______ Edison.
2. Students like their teacher.
Their teacher _____ ____ by students.
单选
1. It’s useful for____ really cold ice cream.
A. scooping B. scooped C. scoop D. scoops
2. Anna is ____ to choose her own clothes.
A. allowed B. allows C. allowing D. allow
3.They won’t be back until the work____.
A. is done B. do C. does D. will do
4.The task can ____ next week.
A. do B. did C. be done D. be do
【篇六】unit6,when,was,it,invented教学设计
2016Unit 6 when was it invented教学设计
Unit 6 when was it invented
一、教学目标：
1、 掌握 by accident, ruler, boil, remain, smell, saint, national, take place, doubt, without doubt
2、阅读短文，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。
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) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
2. 教学难点：
1) 阅读短文，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、教学方法
主要采用任务型教学。结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在情境中体会语言、掌握语言的应用。
四、学法指导
在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。
五、教学过程
一、【 导入】（启发探究 3分钟）
Questions:
1. Do you like drinking tea?
2. Why do you like drinking tea?
3. Do you know who invented tea? When was tea invented? And how was tea
invented?
二【新词自查】 根据汉语提示完成单词。(5分钟)
（统治者）of this forest.
2. Most students went to the playground. Only a few (剩下)to clean the classroom.
3. Alice is without (怀疑) the best student in our class.
4. The dragon is treat as a (民族的)symbol of the Chinese.
5. Mother is (煮沸) the milk for the baby.
三、【阅读训练】 (20分钟）
1. 要求学生快速默读短文,熟知大意，并完成课本3a的任务： match each paragraph with its main idea; 然后邀请几位同学给出自己的答案，全班一起学习讨论。（3分钟）
2. 要求学生大声朗读阅读短文内容，完成教材3b的任务回答,3b中所提出的问题（5分钟）
3. 用3c方框中所给的单词的正确形式完成句子,然后请5位同学分别朗读句子，同时核对答案。 (5分钟)
4.划出短文中出现的被动语态.(5分钟)
四、【合作探究】
利用工具书，小组合作学习重点单词的用法。
1、Some leaves from a tea plant fell into the water and remained there for some time. remain v.保持不变；剩余
① 作连系动词，后跟 词、 词 、表地点的介词短语、等做表语。保持某种状态。
e.g. Peter become a manager, but Mikeremained a worker.
She remains in the house all these days.
She remained sitting when they came in．
Although I said sorry to him ,he remained angry.
② 作不及物动词，“剩余”，没有语态
e.g. Only a few leaves remained on the tree.
2. It produced a nice smell so he tasted the brown water.
Smell 1 ) 气味；嗅觉
2) 闻到；闻
e.g. I anything unusual just now .
3) 作词，没有 / 发出……气味”。
e.g. Coffee is ready. It very nice.
五、【课堂检测】（ 应用探究 6分钟）
（ ）1、The leaves ____in the water for a long time.
A. came B. remained C. lived D. arrived
）2、She found her keys _____when she cleaned her room after she lost them two weeks ago.
A. with mistake B. in this way C. by accident D. with pleasure
（ ）3、—How was your climbing Mount. Huang?
—I didn’t believe I could do it ______I got to the top.
A. until B while C. after D. and
( )4、________ is believed that Liu Xiang is the best athlete in China.
A．I B．That C．It D．This
( )5、 The German team would win without any. Its a much better team.
A. hope B. secret C. interest D. doubt
( )6、The little boy the river. People nearby hurried to pull him out of it.
A.fell to B.fell into C.fell off D.fell over
( A.smells B.is smelt C.smelt D.feels
( )8. ——
A .held; took place B. was held; was taken place
C.held;was taken placeD. was held; took place
( )9. —How delicious these bananas are. —Yeah. They ______ here from Hainan yesterday.
A. are brought B. brought C. were brought D. have brought
10. The man _________________(call) George Bell invented the telephone.
11. Shen Nong was the first one ____________________(discover) tea as a drink.
六、课后作业(本单元的考点)
( ) 1. Mr. Yang divided us ______ four groups to practice the conversation.
A. among B. into C. from D. by
( ) 2. The shoes with high heels are in the newest ______. Many girls wear them.
A. brand B. trade C. style D. product
( ) 3. — Why don’t you buy a camera?
— A. by B. for C. as D. with
( ) 4. The table is made ________ wood and it was made _________ Zhejiang.
A. of; in B. from; from C. into; in D.on; from
( ) 5. This kind of machine ______ cutting meat in big restaurants.
A. is used to B. is made from C. is made into D. is used for
( ) 6. Anxi is known __________ tea.
A. as B. for C. with D. in
( ) 7. ______ is said that our history teacher often does volunteer work on weekends.
A. People B. This C. That D. It
( ) 8. —How delicious these bananas are. —Yeah. They ______ here from Hainan yesterday.
A. are brought B. brought C. were brought D. have brought
( ) 9. — Sorry, sir. But is this umbrella yours?
— Oh, sorry. I just took it . Mine is under the seat.
A. for yourself B. by mistake C. in person D. at last
( ) 10. Mrs. Zhang advised us ______ the math problem in another way.
A. to solve B. solving C. creating D. to create
( ) 11. Bill said nothing could stop him ______ his dream.00
A. to achieve B. from achieving C. achieving D. for achieving
( ) 12. ______ students in the classroom ______ twenty. The others are in the library.
A. The number of; is B. A number of; are C. The number of; are D. A number of; is
( ) 13. Our English teacher encourages us ______ English more after class.
A. practice B. practices C. to practice D. practicing
( ) 14. You’re a popular girl, Grace, and a lot of young people ______ you.
A. look after B. look up to C. look up D. look for
( ) 15. —Jim, can you help me with my English homework?21·3*—______. I’m good at English.
A. Good luck B. With pleasure C. Sounds boring D. Thank you
( ) 16.— The 20th World Cup in Brazil, right? — Yes. It this summer.
A. held; took place B. was held; was taken place
C. held; was taken place D. was held; took place
( ) 17.— Michael Jackson was called the king of pop, wasn’t he?
— Of course. He by people all over the world.
A. was looked up B. was looked up to C. looked up D. looked up to
( ) 18.— Do you know in ancient China?
— I have no idea. But I know people once used tree leaves to make paper.
A. how paper was made B. how was paper made
C. what paper was made D. what was paper made
( ) 19. “I'm a singer” is ______ an interesting TV show _____ many people like watching it. A. so; that B. such; that C. so; as D. such; as
( ) 20. The bridge ______ by the farmers themselves in 1982.
A. built B. was built C. build D. was build
( ) 21. All the books will ______ to the children who live in the small village.
A. be sent B. sent C. be send D. Send
( ) 22.The machine is ________in the school factory.
A. been repaired B. been repaired C. being repairing D. being repaired
( ) 23.My mother told me that my homework must ______ on time.
A. finish B. be finish C. be finished D. finished
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