1、Unit 6 When was it invented Section A 1 (1a-2d)、Teaching aims：1. Knowledge Objects：1) Key words： heel, scoop, electricity, style, project, pleasure, zipper, daily, website, pioneer, list, mention2) Target language： When was the telephone invented?I think it was invented in 1876. What are they used f
2、or? They are used for seeing at night.2. Moral Objects： To understand some of the time and use of the modern invention, to stimulate their love of the invention of emotion.3.Teaching Key Points and Difficulties1. Key Points：1) Key words and sentences 2) Passive voice2. Difficulties：Passive voice、Tea
3、ching proceduresI. Warming up1. Show some pictures of inventions. Ask and answer some questions.T: Do you know what these inventions are?T: Do you know who these inventors are?Let Students match the inventions and the inventors. PresentationLead students to learn the structure of the passive voice i
4、n the past tense.Look at the information of the inventions and ask questions:When was the first car invented?Who was it invented by?Then read the sentences together.Let the students watch the big screen if the love and the inventor of the picture, and the sentence to the passive voice.Eg .：T: Karl B
5、enz invented the first car in 1885.The first car was invented (by Karl Benz) in 1885. Talking1. 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 Pictrues .3. Talking about the i
6、nventions:Pairwork：A: When was the TV invented? B: It was invented before the car. Listening (1b). Pair work (1c)1. Ss try to remember the invention and the year.(Teach how to read the year) in 1876 in eighteen seventy-six2. Student B, cover the dates. Student A, ask Student B when the things in the
7、 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. .Homework:Make conversations about the inventions. Teaching reflections: 一、自己的成功做法 每节课都有不同的成功之处，例如本节课充满吸引力的课堂导入，恰如
8、其分的多媒体应用。以自己创造性的教学思维，达到预期效果和引起学生共鸣。二、反思失败、失误之处在课堂上出现许多课前估计不到的情况，如过去分词表达不清、处理欠当，对某产品产出时代的判断模糊等。为以后的本节课教学积累资料。三、课堂灵感 师生往往会因一些偶发事件而产生瞬间灵感，这些“智慧的火花”常常在特定环境下产生，例如学生对electric-electricity-electrical,invent-inventions-invented虽然老师没有具体一一解释，但学生能积极反应。四、对新理论新经验的认识 本节课新知识点被动语态适合本年级、本班级、本章节内容对知识点的处理，学生能正确运用be过去分词造句，促使自身的语言运用水平不断提升。五、学生方面的问题 学生是初学者，许多在教师看来是“易”的知识，对学生来说却是难点。如本节课对过去分词的掌握，对某产品产出时代的判断模糊。六、学生学习过程中的创意 学生的学习过程是一个积极的认知过程，在课堂教学中，九一班申福昌学生在课堂上提出独到的见解或新奇的问题，迸发出思维的火花，给课堂增添异彩，我对申福昌学生发表的独特见解，给予鼓励。3 / 3
