說課稿劉青九年級(jí)英語第九單元

1、說課模板說課，不同于一般的發(fā)言稿和課堂教學(xué)，它要求說者能夠比較系統(tǒng)地介紹自己的教學(xué)設(shè)計(jì)及理論依據(jù)，而不是宣講教案，也不是濃縮課堂，它的核心在于說理，在于說清為什么要這樣教。說課的重點(diǎn)在于教學(xué)重點(diǎn)和教學(xué)難點(diǎn)的突破上。以下是說課模板，僅供參考?；拘畔W(xué)科英語年級(jí)九教學(xué)形式課堂教學(xué)教師劉青單位安徽省太和縣趙集中心學(xué)校課題名稱九年級(jí)英語Unit9說課稿教材版本新目標(biāo)說課記錄說教材內(nèi)容 教學(xué)內(nèi)容When was tea invented? Over three thousand years ago. Who was tea invented by? It was invented by the emp

2、eror Shenn Nong.How was it invented?It was invented by accident1)重點(diǎn)詞匯：ancient， notice， produce， pleasant , mixture, throw, remain， pie， 2)重點(diǎn)短語：by mistake ,according to，fall into，in this way ，in the end ,over three thousand years，over an open fire，a pleasant smell，one of the worlds favorite drinks3)重

3、點(diǎn)句型：The emperor noticed that the leaves in the water produced a pleasant smell 教材所處地位本說課是人教版go for it九年級(jí)Unit 9 When was it invented?的第三課時(shí)部分。本單元主要為被動(dòng)語態(tài)的教學(xué)和練習(xí)，通過前兩年知識(shí)的累積，學(xué)生已經(jīng)掌握了足夠的詞匯；培養(yǎng)了良好的語感；對(duì)語句的結(jié)構(gòu)有了較明確的認(rèn)識(shí)和劃分，為本單元的被動(dòng)語態(tài)的學(xué)習(xí)提供了扎實(shí)的基礎(chǔ)。被動(dòng)語態(tài)的學(xué)習(xí)是初中階段的教學(xué)重點(diǎn)和難點(diǎn)，教材選取了inventions的話題，幫助學(xué)生建立了被動(dòng)結(jié)構(gòu)的認(rèn)知平臺(tái)，將英語學(xué)習(xí)生活化，課堂教學(xué)情

4、境化，豐富了學(xué)生的閱歷，也為下面幾個(gè)單元的教學(xué)做好了堅(jiān)實(shí)的語法鋪墊。同時(shí)，通過對(duì)inventions發(fā)明的歷史的探究，發(fā)明過程的學(xué)習(xí)以及利弊的探討，激發(fā)學(xué)生的求知欲，是學(xué)生養(yǎng)成勤于思考，善于總結(jié)的好習(xí)慣 教學(xué)目標(biāo)1）知識(shí)目標(biāo)：在Section A的學(xué)習(xí)之中，學(xué)生已經(jīng)能對(duì)被動(dòng)語態(tài)有了初步的了解，能運(yùn)用被動(dòng)語態(tài)表述inventions的發(fā)明時(shí)間、功用等。于是，在Section B本節(jié)課的教學(xué)中，學(xué)生主要對(duì)食品的口味加以表述，學(xué)會(huì)crispy, sour, sweet, salty四個(gè)形容詞，并就potato chips的起源問題加以探討、學(xué)習(xí)，使學(xué)生掌握the history of potato

5、chips，理解和良好運(yùn)用被動(dòng)語態(tài)。 2）技能目標(biāo)：能談?wù)撌澄锏目谖叮磉_(dá)自己的喜好。向他人介紹薯片的起源及制作過程，并就改話題展開相應(yīng)的對(duì)話。通過本節(jié)課的學(xué)習(xí)，使學(xué)生學(xué)會(huì)探究事物的起源，撰寫相應(yīng)的短文。 3）情感目標(biāo)：一方面在學(xué)生通過食品口味的探討過程中使學(xué)生認(rèn)識(shí)到均衡飲食的重要性，改變喜好性的偏食習(xí)慣；另一方面，使學(xué)生懂得人類的科學(xué)發(fā)明創(chuàng)造了豐富的物質(zhì)文明。培養(yǎng)學(xué)生的創(chuàng)造發(fā)明的能力和愿望。 教學(xué)重點(diǎn)和難點(diǎn)教學(xué)重點(diǎn)：了解、認(rèn)知薯片的起源，開展相應(yīng)的對(duì)話。 教學(xué)難點(diǎn)：使用被動(dòng)語態(tài)對(duì)食物的發(fā)明史進(jìn)行問答。說教法圍繞教學(xué)的主題和對(duì)以往教學(xué)的改進(jìn)創(chuàng)新。1）Teach English in Engli

6、sh: 即新課標(biāo)倡導(dǎo)的“用英語教英語”，用英語教學(xué)，創(chuàng)造英語課堂良好的聽的環(huán)境，讓學(xué)生充分感知，積極體驗(yàn)，大膽實(shí)踐，把握用英語交際的機(jī)會(huì)，鼓勵(lì)學(xué)生大膽開口說英語。2）突出重點(diǎn)，突破難點(diǎn)：通過競(jìng)猜活動(dòng)，親身體驗(yàn)、聽力訓(xùn)練、魚骨梳理、對(duì)話練習(xí)等多種形式強(qiáng)化知識(shí)的學(xué)習(xí)和被動(dòng)語態(tài)的運(yùn)用，反復(fù)操練重點(diǎn)句型，鞏固所學(xué)知識(shí)，提高靈活運(yùn)用能力。3）任務(wù)型教學(xué)法：倡導(dǎo)體驗(yàn)參與，培養(yǎng)自主學(xué)習(xí)能力。在課堂教學(xué)中，通過學(xué)生自己或是合作式的學(xué)習(xí)來完成老師布置的每一個(gè)任務(wù)。在完成任務(wù)的同不斷獲得完成此任務(wù)所必須的知識(shí)、能力、技能等。4） 游戲教學(xué)法：新課標(biāo)倡導(dǎo)的“玩中學(xué)，學(xué)中玩”的理念很受學(xué)生歡迎。采用學(xué)生親口品嘗的方式

7、學(xué)習(xí)食物口味的四個(gè)形容詞，再通過猜食品盒子中的禮物的形式，歸納劃分食物的口味。穿插獎(jiǎng)品的獲得大大調(diào)動(dòng)學(xué)生的參與力。有效地激發(fā)了學(xué)生的學(xué)習(xí)興趣，活躍了課堂氣氛。說學(xué)法新目標(biāo)英語，實(shí)行的是新課程標(biāo)準(zhǔn)，采用的是任務(wù)型語言教學(xué)模式，融會(huì)話題，交際功能和語言結(jié)構(gòu)為一體。因此，教學(xué)設(shè)計(jì)和教學(xué)過程中應(yīng)充分發(fā)揮學(xué)生的主體地位，教師的主導(dǎo)作用，創(chuàng)造設(shè)計(jì)切實(shí)可行的真實(shí)的語言交際情景和任務(wù)，讓學(xué)生體驗(yàn)、實(shí)踐、使用目標(biāo)語進(jìn)行交際和解決問題完成任務(wù)，體驗(yàn)成就感，增加興趣。通過第一部分的競(jìng)猜活動(dòng)一方面使學(xué)生掌握淺顯的4個(gè)口味形容詞，大大地調(diào)動(dòng)學(xué)生的參與性，為下面聽力部分的學(xué)生打好精神基礎(chǔ)。在2a、2b的聽力教學(xué)中，給學(xué)生

8、設(shè)置明確的學(xué)習(xí)任務(wù)，由淺入深的完成各項(xiàng)教學(xué)任務(wù)。最后，以2c的對(duì)話練習(xí)為依托，幫助學(xué)生掌握探究事物起源的what, who, where, when, how, shape, 以及taste，教會(huì)學(xué)生學(xué)習(xí)的方法，也為下面3a的語篇教學(xué)做好鋪墊。說教學(xué)過程Step 1 Warming up1. Play a cartoon video about the invention process of the light bulb.2. The teacher stops the video at the proper time and asks，what was invented after tha

9、t? Students answer, and the teacher continues to ask when the light bulb was invented and what it is used for. Then show another picture, guide a student to ask (who, when, be used for), another student tries to answer.At last, show a picture of a refrigerator, ask and answer as above. Then make the

10、 students to guess what are in it.Step 2 Tastes1. Open the refrigerator, and see 4 boxes, ask if they feel a kind of hungry, then take out four boxes the teacher has already prepared. Ask a student to taste a kind of food in the red box，ask the taste of the food, guide to learn the new words: sour.

11、Stick the paper with sour on it onto the box.2. Make the students guess what else are in the red box. Point out that the same box contains the same taste of food. And the students who guess the very food the box contains can get it as a present. 3. Learn the other 3 new words in the same way.4. Sum

12、up the foods, and then finish 1a (add the words: bitter, cold and hot if needed) and 1b.Step 3 Potato chips1. Show the students some potato chips the teacher has cooked, and ask two or three students to taste. Talk about it- How do they taste? ( crispy, salty) Why are they salty? (Sprinkle on) What

13、shape are they? (thinly-sliced)Then guide the students to guess the cooking process of it. 2. Listen to 2a. Fill in the table below.Who were the potato chips invented by? When were the potato chips invented? Where were the potato chips invented? 3. Listen again, and circle T or F. Check the answers.

14、4. Guide to understand some phrases in this part: by mistake, in the end, etc.5. Listen again, and finish 2b.Step 4 Pairwork1. Ask the students questions:What are the inventions?Who were the potato chips invented by?When were the potato chips invented?Where were they invented?How were they invented?

15、How do they taste?Draw a fishbone when the teacher asks and the students answer.2. Ask the students to work in pairs. Then ask 2 or 3 pairs to talk about. ( activity 2c)3. Show the history of ice cream and the sandwich, ask the students to make up conversations by looking at the fishbone.4. Guide to

16、 know that when you want to introduce the history of something, you have to answer all the questions above, especially when you are writing an article.Step 5 Class Closing1. Guide the students to know that inventions make our life more beautiful, the inventors wise make us live better. And we should

17、 do as the inventors did, never stop asking why and how.Step 6 Homework1. Surf the Internet to find out a history of an invention, make an invention card, and then ask and answer with your partner.2. Try to write down an article about it.說板書設(shè)計(jì)一， 被動(dòng)語態(tài)結(jié)構(gòu)：Be+及物動(dòng)詞的過去分詞（be有人稱，時(shí)態(tài)和數(shù)的變化）詳見課 文143頁。 二， 一般過去時(shí)的被動(dòng)語態(tài)結(jié)構(gòu)：was/w