Unit6WhenwasitinventedSectionA2a-2d教案人教版英語九年級全冊2

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人教版九年級英語Unit6WhenwasitinventedSectionA2a2d教案

I.TeachingObjectives

KnowledgeObjectives:

Studentswilllearnthestructureandusageofthepassivevoiceinthepasttense(e.g.,"Itwasinventedin...").

Studentswillacquirekeyvocabularyrelatedtoinventions(e.g.,invent,invention,inventor,style,project,website).

Studentswillunderstandthehistoricalcontextofmoninventions(e.g.,tea,basketball).

AbilityObjectives:

Studentswillpracticelisteningforspecificinformation(dates,inventors,purposes).

Studentswillengageindialoguestodiscussinventionsusingthepassivevoice.

Studentswillimprovecriticalthinkingbyanalyzingtheimpactofinventionsondailylife.

EmotionalObjectives:

Studentswilldevelopcuriosityaboutthehistoryofinventions.

Studentswillappreciatetheroleofcreativityandinnovationinhumanprogress.

II.KeyandDifficultPoints

KeyPoints:

Structureofthepassivevoice:was/were+pastparticiple.

Vocabularyrelatedtoinventionsandtheirhistoricalcontexts.

DifficultPoints:

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

Differentiatingbetweenactiveandpassivevoiceincontext.

III.TeachingResources

Textbook,PPTslides,audioclips(2a–2b),realia(e.g.,tealeaves,abasketball),whiteboard,worksheets.

IV.TeachingProcedures

Step1:WarmUp&LeadIn(5minutes)

Activity:

Showpicturesofinventions(e.g.,lightbulb,telephone,basketball)andask:

"Whatarethese?Whendoyouthinktheywereinvented?"

Introducethetopic:"Today,we’llexplorethehistoryofinventionsusingthepassivevoice."

Purpose:

Activatepriorknowledgeandgenerateinterestinthelesson.

Step2:PreListening(2a)(8minutes)

Activity:

VocabularyPreview:

Teachkeywords:inventor,style,project,website.Usesentenceslike:

"ThomasEdisonwastheinventorofthelightbulb."

PredictionTask:

Askstudentstopredicttheorderofinventionsin2a(tea,shoeswithheels,zipper).

Purpose:

Preparestudentsforthelisteningtaskandreduceprehensionbarriers.

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

Activity:

FirstListening(2a):

Playtheaudio.Studentsnumbertheinventionsintheordertheyhear.

Checkanswersanddiscuss:"Whichinventionistheoldest?"

SecondListening(2b):

Playtheaudioagain.Studentsfillinthechartwithdetails(inventor,date,purpose).

Highlightpassivevoicesentences:

"Teawasinventedbyaccident."

"BasketballwasinventedbyJamesNaismith."

Purpose:

Developlisteningskillsforspecificdetailsandreinforcepassivevoicestructures.

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

Activity:

RolePlay(2d):

Dividestudentsintopairs.Assignroles(PaulandRoy).

Practicethedialogueaboutthehistoryofteaandbasketball.

Encouragestudentstosubstituteinventions(e.g.,"Whenwastheputerinvented?").

GroupDiscussion:

Ask:"Whichinventiondoyouthinkisthemostuseful?Why?"

Purpose:

Enhancespeakingfluencyandapplythepassivevoiceinreallifecontexts.

Step5:GrammarFocus&Practice(8minutes)

Activity:

GrammarExplanation:

Writeexamplesontheboard:

Active:Someoneinventedtea.→Passive:Teawasinvented.

Highlightthestructure:Subject+was/were+pastparticiple+(by+agent).

ControlledPractice:

Distributeworksheets.Studentsrewriteactivesentencesintopassivevoice:

"AlexanderGrahamBellinventedthetelephone."→"Thetelephonewasinventedby..."

Purpose:

Clarifygrammarrulesandensureaccurateusage.

Step6:Summary&Homework(2minutes)

Activity:

Recapkeypoints:"Today,welearnedhowtotalkaboutinventionsusingthepassivevoice."

Assignhomework:

Writeashortdialogueaboutaninventionusingthepassivevoice.

pleteexercisesonpage45oftheworkbook.

V.TeachingReflection

Thislessonaimedtointroducethepassivevoicethroughtheengagingcontextofinventions.Thewarmupactivitysuccessfullysparkedstudents’interest,astheyeagerlysharedtheirguessesabouttheoriginsofeverydayobjects.However,thelisteningtask(2a–2b)revealedachallenge:somestudentsstruggledtocatchspecificdatesandnamesduetotherapidpaceoftheaudio.Infuturelessons,Iwillincorporateprelisteningvocabularydrillsandslowdowntheaudioforinitialplaybacks.

Theroleplayactivity(2d)wasahighlight,asstudentsenjoyeddramatizingthedialogueandaddingcreativesubstitutions.However,weakerstudentshesitatedtouseirregularpastparticiples(e.g.,throwninsteadofthrowed).Toaddressthis,Iwillcreatea"PastParticipleBingo"gameforfutureclassestoreinforceirregularverbsinafunway.

Thegrammarexplanationwasclear,buttheworksheetpracticeshowedthatabout20%ofstudentsstillconfusedtheplacementofwas/were.Nexttime,Iwillusecolorcodedsentencestrips(blueforwas,redforwere)tovisuallyreinforcesubjectverbagreement.

Overall,integratingrealia(e.g.,tealeaves)andrelatableinventions(basketball)mad