九年级Unit6WhenwasitinventedUnit6Grammar教学设计.docx

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1、Grade 9 Unit 6 Section A Grammar focus4c 参赛教案 成都石室中学杨晓珍课型Grammar教师杨晓珍所教班级Grade 9课题Unit 6 Section A Grammar focus4cI. The analysis of teaching materialgeneral introductiontopic: inventionsfunction: talk about the history of inventionslesson type: Grammarstatus: to observe, summarize and apply (he tar

2、get language (passive voice in simple past lense) based on their previous knowledgethe analysis of the teaching contentsGrammar focus: observing and summarizing the structure of passive voice.4a: Pattern drills.4b. Applying passive voice and active voice in micro-context.4c. Applying passive voice a

3、nd active voice in a passage.relationship: Summary of language structure output of structure Output of languagethe analysis of the studentsKnowledge: have learned passive voice in simple present tense in Unit 5: Have a general idea about passive voice in simple past lense; Know how to talk about the

4、 history of inventionsCognition: Students are capable of learning by observing, summarizing, creating and cooperating. Emotional motivation: Students are full of curiosity and creativity. They are longing to change the world.Key points: to help them summarize and apply the target language Difficult

5、points: passive voice in Wh-questions.II. Teaching objectivesKnowledge and ability: able to use passive voice and active voice correctly.2. Be able to talk about inventions.Cultural awareness and emotions: learn about (he history of the telephone.2. Be willing to learn about the history of great inv

6、entions.Learning strategy: Students learn by observing, summarizing, applying and cooperating, quality of thinking: To develop logical and creative thinkingIII. Teaching proceduresDirect line: the learning of passive voiceIndirect line: inventionslead-in: brainstormingShow some pictures and ask Ss:

7、What inventions are they? (the plane, the cleaning robot and the camera) Then go on asking: what other inventions do you know? Students arc encouraged to say as many inventions as possible.Purpose: to warm up and arouse students interest.Grammar focus:Ask Ss more detailed questions about the inventi

8、ons theyve learned to present Grammar fbcus. Ask students to read the sentences together.Ask students to observe the verbs of the sentences and find out the structure:was/ were done.Wh- + was/ were + Subject + done.?is/ am/ are + donepurpose: to guide students to summarize the structure of passive v

9、oice by observing.4a: Take the first sentence as an example. Guide students to analyze how to rewrite the sentences. Students do the exercises. Check the answers.The third sentence is the difficult point. So I will show them the structure of passive voice in wh- questions and how to rewrite it step

10、by step.purpose: to help students practice the target language and understand it better.Activity 1: show the words of a sentence. Students should say the voice and the sentence as quickly as possible.purpose: to consolidate the target language and break through the difficult points. At the same time

11、, input some information about inventions.4b. First, get students to understand the instructions. Ask students to say the possible forms of the verbs. Then guide students to do exercise are supposed to finish the exercises by (hemselves. Check the answers and talk about the new words. Students read

12、the sentences.purpose: to help students to apply passive voice in micro-context and train their ability of analyzing and logical thinking.4c. First, I will show a picture of Alexander Graham Bell.Then, show students the passage, without the words in the brackets. Students predict the words in the bl

13、anks.Show the words in ihe brackets and ask themdo (he exercise. T gives an example.Check the answers. Then whole class read the passagepurpose: to help students apply the target language in a passage, and train their ability of analyzing and logical thinking.Activity 2: pair work: make a conversati

14、on about the telephone and Bell.First, ask students to think about what questions they may ask. Then show them some possible questions. After that, students work in pairs and make their conversation.purpose: to train students ability of transferring.Activity 3: Group workI will play a video about kt

15、ten great Chinese inventions that changed the world”. After watching it, Students will do a group work to discuss these questions.What Chinese inventions do you know? Whats the greatest Chinese invention? What do you know about it? (when, who, what.) Why do you think its the greatest invention? .Aft

16、er the discussion, one of the group members should give a report. (T gives an example)Invite some students (o share (heir ideas.purpose: to motivate students to use the target language, and to train students ability of logical thinking and cooperating, and arouse students pride in Chinese culture.De

17、ep thinking: Why do people invent things? Where do they get the idea? What influence do the inventions have on peoples life?Guide students to reach the conclusion that inventions make our life better. Better life needs more new inventions. And inventions arc from our life, so wc should always be cur

18、ious and creative.purpose: to activate students* curiosity and creativity.Homework: Compulsory work (for all the students)Write a short passage about your favorite invention, (when, who, what, how.)Optional work: (for students with higher level)Think of a new invention. Write a short passage about i

19、(. (material, use, size, color.)purpose: to consolidate their understanding of passive voice, and activate their creativity.Blackboard design:Unit 6 When was it invented?fridge n.: refrigerator translate . into .(language) earthquake n.all of a sudden : suddenly lock v. - locker n.Grammar focus4cpassive voice in simple past tense: was/ were + doneWh- + was/ were + S. + done.? passive voice in simple present tense: is/ am/ are + donebell n.biscuit n.cookie n.