初三英语unit9-unit10教案.docx

初三英语教案:Unit9 When was it invented?Unit 9 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 18762Ability 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 language3Moral ObjectsMany important inventions have changed the world a lotDo you know the inventors of them? And when were they invented?Teaching Key Points1Key Vocabularyinvent2Target LanguageTalk about the history of inventionsTeaching Difficult Points1Train the students to talk about the history of inventions2Train the students to understand the target language in spoken conversationTeaching Methods1Listening2Groupwork3PairworkTeaching Aids1A tape recorder2Some pictures or real objects of the inventionsTeaching ProceduresStep I Revision1Revise the language points in Unit 9Ask some students to say something about Tina and the stories happened on April Fools DayEncourage them to use the Past Perfect Tense2Check the homework by asking some students to share the sentences they made with the verbs with the classStep 1aThis activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventionsRead the inventions to the studentsCall the students attention to the five pictures, Tell the students that all of these things were invented in the last 150 yearsPoint to each picture and let the students tell what it isWrite the names of the five inventions on the blackboardcomputer, car, calculator, telephone, TV setHave several different students guess and write the dates on the boardAsk the class to repeat the questions and answers like thisT: When was the computer invented?Class repeatSS: When was the computer invented?T: GoodNow Tom, what is your guess?S1: 1965T: OKTom, repeat after meThe computer was invented in 1965T: Class, please repeatSS: The computer was invented in 1965Repeat the process with several different inventionsTell the children that they will find out the real dates after they complete the lessonAfter that, ask the students the questions below:Questions:1Which one do you think is the oldest?2Which one is the newest?3Which one do you think is the oldest or the first invention?4Which one is the newest or last invention?Ask different students to answer the questionsHave the students look at the example conversation in the boxAsk two students to read this conversation to the classA: I think the telephone was invented before the carB: Well, I think the telephone was invented after the carRead the instructions again to the studentsRemind them to remember the inventions from first to lastThen have the students talk about the five inventions in groups of four, using the sample conversation as a modelAsk several groups to tell the class their answersThe rest of the class listen to them and show they have different answers by raising their handsIn the next activity you will find out the real datesStep 1bThis activity gives students practice in understanding the target language in spoken conversationGet the whole class to read the instruction togetherCall the students attention to the five inventions in the pictureAsk five students to say the names of themThen ask them to see the five dates with a blank line in front of eachWell listen to a girl and a woman talking about the five inventionsThey will talk about when they were inventedListen carefully and match the inventions and the datesWrite the correct letter in front of each date as the sample givenAsk them to have a look at the sample answerTell them the answer in front of 1876 is dThat means that the telephone, which is letter d, was invented in 1876Play the recording the first timeThe students only listen and try to catch the main ideaPlay the recording a second timeLet the students match the inventions and the datesCheck the answers by asking several to say the answers to the classIf some of the answers are hard to get for the children, tell them not to worry and they will make it nextThen play the recording againPause after each sentence and let the students repeatFor some difficult sentences, get the students to repeat several timesBe sure that they make everything clearAnswersd 1876 a 1885 e 1927 c 1971 b 1976TapescriptGirl: Life must have been difficult when you were a kidWoman: Oh; not reallyWhy do you say that?Girl: Well, you didnt have many modern inventionsLike, you probably didnt have a telephone, right?Woman: Of course we did! How old do you think I am? The telephone was invented in 1876Girl: How about cars? I bet cars werent invented yetWoman: Sure they wereCars were invented in 1885My family had a carI think you need to take a history class, AliceGirl: Ha, ha! Well, did you have a TV?Woman: No, we didntThe TV was invented around 1927, I thinkSome friends of mine had oneBut in those days, TVs were really expensive, and we couldnt afford oneGirl: And I bet you didnt have calculators and computers and stuffThats something I do knowWe learned in school that hand-held calculators were invented in 1971 and personal computers were invented in 1976Woman: Youre rightI didnt have those things when I was youngBut I do now!Step 1cThis activity provides guided oral practice using the target languageRead the instructions and point to the list of dates in Activity 1bYou will be talking about the dates things were invented with a partnerCall the students attention to the example in the boxAsk a pair of the students to read this conversation to the classSA: When was the telephone invented?SB: I think it was invented in 1876Write the conversation on the blackboardThen get the students to practice in pairs, using the information in Activity 1bTell them to do it like this:Student A, covers the datesStudents B, asks Student A when the things in the picture above were inventedThen change roles and practice againAsk several pairs to share their conversations with the classStep SummaryIn this class, weve learned to talk about the history of inventions with passive voiceWeve also done some listening practice in understanding the target language in spoken conversationAnd weve done much oral practice, using the target languageStep Homework1Write out two conversations in Activity 1a2Write out two conversations in Activity 1cStep Blackboard DesignUnit 10 When was 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 1876Unit 10 When was it invented?The Second PeriodITeaching 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 1885Who were they invented by?They were invented by Julie ThompsonWhat are they used for?They are used for seeing in the dark2Ability 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 vocabularyTeaching Key Points（1）Listening practice with the target language（2）Make communications with target language（3）Teach the new vocabularyTeaching Difficult Points1Teaching the Grammar Focus2The listening practice with the target language3Make communications with the target languageTeaching Methods1Listening2PairworkTeaching AidA tape recorderTeaching ProceduresStep I Revision1Check the homework2Revise the target language learned last classGet the students to ask and answer questions in pairs like this：SA: When was the telephone invented?SB: I think it was invented in 1876Tell them to ask about all the five inventionsStep 2aThis activity provides listening practice with the target language and review new vocabulary about inventionsShow these new words on a screen by a projectorbe used for 用来做adjustable adj可调整的heel n（鞋、袜等的）后跟；（足）跟battery n电池operate v操作；作业slipper n拖鞋scoop v用勺舀 n勺子；球形勺；长柄勺electric adj电子的；电的Point to each one and teach them to readDo it several times until the children can read them wellAsk a few students to read the new wordsSee if they can read each word correctlyAsk the students to read the instructions togetherWrite the names of the inventions on the blackboard:Shoes with adjustable heelsbattery operated slippersheated ice cream scoopRead the three names of the inventions and the students repeatDo some explanation as wellThen point to the picture of each invention and ask students what they think is interesting about itYoull hear about some interesting inventionsPlease listen and number the three inventions in the order that you hear them in the conversationWrite a number in front of each invention to show what order you hear about themPlay the recording the first time, students only listenThen play the recording againAsk the students to write a number on each short line in front of each inventionCheck the answers by asking a student to tell the answersAnswersThe inventions should be numbered in this order:3 1 2TapescriptBoy: What are those?Girl: Theyre battery-operated slippersBoy: What are they used for?Girl: Theyre used for seeing in the darkBoy: Oh, thats cool! Who were they invented by?Girl: Julie ThompsonAnd look at this heated ice cream scoopBoy: I know what its for! Its used for scooping out really cold ice creamGirl: RightIt was invented by Chelsea LanmonBoy: My favorite are those shoes with adjustable heelsYou know you can move the heels up and downThey were invented by Jayce Coziar and Jamie EllsworthGirl: And what are they used for?Boy: Well, you can change the style of your shoesYou can make the shoes go from casual to dressyStep 2bThis activity provides guided listening practice using the target languageGet the students to read the instructions togetherBe sure that each student knows what to doRead the three headings Inventions, who was it invented by?and what is it used for?Then read the information under each headingDo some explanation if necessaryYoull hear the same recording againPlease listen carefully to what the people are saying and draw lines to match items in the chartCall the students attention to the three-part sample given in the chartRead it to the class and explain it like this:The sample means the shoes with adjustable heels were if invented by Jayce Coziar and Jimie EllsworthThey are used for changing the style of a shoeAfter that, play the recording again and the students draw lines to match the items in the three columnsCheck the answers by asking three different students to read their answers to the classAt last, play the recording for another time and pause after each sentenceThe students repeat after it sentence by sentenceDo some explanation if necessaryMake sure that everyone understands all the details about the conversationAnswersshoes with adjustable heels Jayce Coziar and Jamie Ellsworthchanging the style of a shoe battery operated slippers Julie Thompson seeing in the dark heated ice cream scoop Chelsea Lanmon scooping really cold ice creamStep 2cThis activity provides guided oral practice using the target languageRead the instructions to the studentsAsk a pair of the students to read the sample conversationSA: What are they used for?SB: Theyre used for seeing in the darkGet the students to ask about the three inventions first, using the information in the chart in Activity 2bThen let them role play the conversations using the information in the chart in Activity 2cGet them to make their own conversations using the information in the chart in Activity 2c like this:（Pointing to the inventions）A: What are these?B: They are battery-operated slippersA: What are they used for?B: They are used for seeing in the darkA: Who were they invented by?B: They were invented by Julie ThompsonAsk the students to work in pairsMove around the classroom checking progress and providing help if neededCheck the answers by calling on different pairs to say their conversations for the classStepGrammar FocusThis activity introduces the target language with the Passive VoiceCall the students attention to the sentences in the grammar boxAsk four pairs of the students to read the questions and answers in the grammar boxSA: When was the car invented?SB: It was invented in i885SA: When were electric slippers invented?SB: They were invented last yearSA: Who were they invented by?SB: They were invented by Julie ThompsonSA: What were they used for?SB: They were used for seeing in the darkWrite them on the blackboardLet the student think about the structures of these sentencesTell them that when the subject of the sentence is the doer, we have to use be plus a past participle as the predicate of the sentenceCircle the words was and were in all the sentencesAsk: When do we use was in the questions, and were in the questions?Underline the singular nouns and plural nounsSingular items like car use the singular verb wasPlural items like slippers use the plural verb wereCircle the word invented in all the sentencesYou always use a past participle when you use was plus a verb or were plus a verbAnd you can tell the doer with bySay something about be used for to the childrenStep SummaryIn this class, weve done some listening and writing practice with the target languageWeve also done some oral practice in pairsAnd weve discussed the Passive Voice as wellStepHomework1Try to remember the new vocabulary on page 772Write down two conversations in activity 2cStepBlackboard DesignUnit 10 When was it invented?Section AThe 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 1885A: When were electric slippers invented?B: They were invented last yearA: Who were they invented by?B: They were invented by Julie ThompsonA: What are they used or?B: Theyre used for seeing in tile dark