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人教版九年級英語Unit6WhenwasitinventedSectionA3a3c教案

I.TeachingObjectives

KnowledgeObjectives:

Masterthestructureofthepassivevoiceinthesimplepasttense(e.g.,was/were+pastparticiple).

Learnkeyvocabulary:invent,invention,inventor,style,project,website,byaccident,thousandsof.

Understandthehistoricalbackgroundofinventionsliketeaandbasketball.

AbilityObjectives:

Improvelisteningskillsforspecificinformation(dates,inventors,purposes).

Usethepassivevoicetodescribeinventionsinspokenandwrittencontexts.

Collaborateinpairsorgroupstodiscussandpresentinformationaboutinventions.

EmotionalObjectives:

Cultivatecuriosityaboutthestoriesbehindeverydayinventions.

Encouragecreativethinkingabouttheimpactofinventionsonsociety.

II.KeyandDifficultPoints

KeyPoints:

Thestructureandusageofthepassivevoiceinthepasttense.

Vocabularyrelatedtoinventionsandtheirhistoricalcontexts.

DifficultPoints:

Correctlyusingirregularpastparticiples(e.g.,invented,drunk,thrown).

Distinguishingbetweenactiveandpassivevoiceinsentences.

III.TeachingResources

Multimediaprojector,textbook,audioclips(2a–2b),whiteboard,markers,handouts,realia(e.g.,teabag,basketball).

IV.TeachingProcedures

Step1:WarmUp&LeadIn(5minutes)

Activity:

Showpicturesofinventions(e.g.,telephone,airplane,zipper)andask:

“Whatarethese?Whenweretheyinvented?Whoinventedthem?”

Introducethelessontopic:“Today,we’llexplorehowtotalkaboutinventionsusingthepassivevoice!”

Purpose:

Activatepriorknowledgeandengagestudentswithvisualaids.

Step2:PreListeningPreparation(2a)(8minutes)

Activity:

VocabularyIntroduction:

Teachkeytermsusingsentences:

“Aninventorcreatessomethingnew.Aninventionisthethingtheycreate.”

Userealia(e.g.,teabag)toexplainbyaccident:

“Teawasinventedbyaccident5,000yearsago.”

PredictionTask:

Askstudentstopredicttheorderofinventionsin2a(tea,shoeswithheels,zipper)basedonhistoricalclues.

Purpose:

Buildvocabularyandcontextualunderstandingforthelisteningtask.

Step3:Listeningprehension(2a–2b)(12minutes)

Activity:

FirstListening(2a):

Playtheaudio.Studentsnumbertheinventionsintheordertheyarementioned.

Checkanswersanddiscuss:“Whichinventionsurprisedyouthemost?Why?”

SecondListening(2b):

Playtheaudioagain.Studentspletethechartwithdetails(inventor,date,purpose).

Highlightpassivevoicesentencesontheboard:

“TeawasinventedbyShenNong.”

“BasketballwasinventedbyJamesNaismithin1891.”

Purpose:

Enhancelisteningaccuracyandreinforcepassivevoicestructures.

Step4:DialoguePractice&Extension(2c–2d)(10minutes)

Activity:

PairWork(2c):

Studentsaskandanswerquestionsusingthechartfrom2b:

A:“Whenwasteainvented?”

B:“Itwasinventedabout5,000yearsago.”

RolePlay(2d):

DividestudentsintopairstoactoutthedialoguebetweenPaulandRoy.

Encouragecreativity:Substitutetea/basketballwithotherinventions(e.g.,puter,airplane).

Purpose:

Developspeakingfluencyandapplythepassivevoiceinreallifescenarios.

Step5:GrammarFocus&Practice(8minutes)

Activity:

GrammarExplanation:

pareactiveandpassivevoice:

Active:PeoplegrowteainChina.→Passive:TeaisgrowninChina.

Emphasizepasttensestructure:was/were+pastparticiple.

ControlledPractice:

Providesentencesforconversion(active→passive):

“ThomasEdisoninventedthelightbulb.”→“ThelightbulbwasinventedbyThomasEdison.”

Purpose:

Clarifygrammarrulesandensureaccurateusagethroughpractice.

Step6:Summary&Homework(2minutes)

Activity:

Recapkeypoints:“Today,welearnedhowtodescribeinventionsusingthepassivevoice.”

Assignhomework:

Write5passivevoicesentencesaboutinventions.

Prepareashortpresentation:“TheMostUsefulInventioninHistory.”

V.TeachingReflection(300words)

Thislessonsuccessfullyintegratedlistening,speaking,andgrammarpracticearoundthethemeofinventions.Thewarmupactivityeffectivelyengagedstudents,astheywereeagertosharetheirpriorknowledgeaboutinventions.However,duringthelisteningtask(2a–2b),somestudentsstruggledtocatchspecificdatesandnamesduetotheaudio’space.Toaddressthis,Iwillimplementa“l(fā)istenandrepeat”strategyinfuturelessons,pausingtheaudioafterkeyinformationtoallowstudentstimetoprocessandjotdownnotes.

Theroleplayactivity(2d)wasahighlight,fosteringcollaborationandcreativity.Studentsenjoyedsubstitutinginventionsinthedialogue,thoughafewpairsreliedheavilyonthetextbook.Nexttime,Iwillprovidealistofadditionalinventions(e.g.,theInternet,smartphones)toinspiremorediverseconversations.

Thegrammarpracticerevealedthatapproximately15%ofstudentsconfusedwasandwereinpassiveconstructions.Toreinforcethis,Iwilldesignasortingactivitywherestudentscategorizesentencesbasedonsingular/pluralsubjects.

Overall,theuseofrealia(e.g.,teabag)andrelatableexamples(basketball)madethelessonculturallyrelevantandaccessible.However,timemanagementwasaslightissue;thegrammarpracticeranlongerthanplanned,leavinglesstimeforstudentpresentations.Inthefuture,Iwillalloca