2023學(xué)年完整版九年級Unit6WhenwasitinventedGrade9Unit6Secti

標(biāo)題九年級英語：Unit6Whenwasitinvented?SectionA1a-1c設(shè)計人黃沁學(xué)校成都市第四十九中學(xué)校教學(xué)內(nèi)容分析本節(jié)課所涉及的話題是“Inventions（發(fā)明）”，這節(jié)課的課型是聽說課，在整個單元所處的地位是本節(jié)課是整個單元的導(dǎo)入課，其功能是談?wù)撆c發(fā)明相關(guān)的歷史。其中1a是熱身活動，在進(jìn)行聽力訓(xùn)練之前，教材首先設(shè)定出特定的場景，引導(dǎo)學(xué)生使用目標(biāo)語言“Ithink...wasinventedbefore/after...”來談?wù)撆c發(fā)明有關(guān)的歷史；1b是聽力輸入活動，學(xué)生通過聽力訓(xùn)練檢測其在1a中所做出的預(yù)測是否正確，并通過聽音頻找出四項現(xiàn)代發(fā)明被發(fā)明出來的具體年份；1c是語音輸出活動，在聽力訓(xùn)練之后，學(xué)生將使用目標(biāo)語言談?wù)撍捻棳F(xiàn)代發(fā)明的相關(guān)歷史。本課融合的技術(shù)如下：在1a之前，可以通過PPT播放視頻和展示圖片導(dǎo)入本課主題；在1b之前，通過PPT展示教材上的圖片并提問，引導(dǎo)學(xué)生預(yù)測聽力內(nèi)容，降低對即將聽到的內(nèi)容的陌生感；在1b之后，通過PPT播放flash動畫帶領(lǐng)學(xué)生跟讀對話，從而熟悉對話內(nèi)容；在1c之前，通過PPT展示教材呈現(xiàn)的四項現(xiàn)代發(fā)明及其發(fā)明者的相關(guān)信息，讓學(xué)生用“wasinvented”結(jié)構(gòu)造句，一方面可以熟悉被動語態(tài)的結(jié)構(gòu)，另一方面也可以加深對四項現(xiàn)代發(fā)明的歷史的了解和掌握，為1c的對話輸出做準(zhǔn)備。教學(xué)目標(biāo)知識與技能：初步掌握被動語態(tài)的一般過去時態(tài)；能使用目標(biāo)語言“Itwasinventedbefore/after/in...”。文化意識：理解發(fā)明使我們的生活更為便利；更加關(guān)注歷史學(xué)習(xí)。情感態(tài)度：多與長輩交流并向他們了解和學(xué)習(xí)歷史；感恩發(fā)明家并珍惜他們?yōu)槲覀儙淼纳畹谋憷?。教學(xué)重、難點(diǎn)教學(xué)重點(diǎn)：通過聽音頻獲取與四項現(xiàn)代發(fā)明有關(guān)的具體的歷史信息；用目標(biāo)語言“Itwasinventedbefore/after/in”來談?wù)撆c發(fā)明相關(guān)的歷史。依據(jù)：本課的課型為聽說課，話題是四項現(xiàn)代發(fā)明的歷史。因此本課“聽”的重點(diǎn)是四項現(xiàn)代發(fā)明的具體歷史信息，“說”的重點(diǎn)則由“聽”衍生而來——用本節(jié)課需掌握的結(jié)構(gòu)“wasinvented”來談?wù)撆c四項現(xiàn)代發(fā)明有關(guān)的歷史。教學(xué)難點(diǎn)：用被動語態(tài)的一般過去時態(tài)來談?wù)撆c發(fā)明相關(guān)的歷史；培養(yǎng)向長輩學(xué)習(xí)歷史以及對發(fā)明家心懷感恩的意識。依據(jù)：在上個單元的學(xué)習(xí)中可以知道，部分學(xué)生在掌握被動語態(tài)的結(jié)構(gòu)時存在困難，本單元的被動語態(tài)在時態(tài)上從上一單元的一般現(xiàn)在時變?yōu)榱艘话氵^去時，語法難度有所上升，因此“用被動語態(tài)的一般過去時態(tài)來談?wù)撆c發(fā)明相關(guān)的歷史”是本節(jié)課的難點(diǎn)之一。而情感態(tài)度價值觀的引導(dǎo)和培養(yǎng)向來是英語課堂的難點(diǎn)，在教學(xué)中，如何做到不突兀且不生硬地過渡到“培養(yǎng)學(xué)生向長輩學(xué)習(xí)歷史以及對發(fā)明家心懷感恩的意識”這一情感層面上來，是值得深思的。教學(xué)活動方式師生問答、兩人結(jié)對編對話、小組討論TeachingProceduresStepsTeacher’sactivitiesStudents’activitiesPurposeStep1Greetthestudentsasusualandintroducewhatweneedtolearninthisclass.Greettheteacherandlistentotheintroductiontothisclass.Tomakestudentsclearaboutwhattheyneedtolearninthisclass.Step2Playthevideoandaskthequestions:1.Haveyouheardofthesong?2.Canyousingit?3.What’sthesongabout?4.Howmuchdoyouknowaboutthepast?Watchthevideo.Thinkaboutthequestionsandanswerthem.Toattractstudents’attentionandarousetheirinterestsinthingsinthepastbyplayingthisrelatedvideoandaskingthequestions.Step3Showthepicturesandaskthequestions:1.Whichpictureshowsthepast?Whichpictureshowstoday?2.Doyouknowtheinventionsinthecircles?3.Whichinventiondoyouthinkwasinventedfirst/last?Lookatthetwopicturesandthinkaboutthequestions.Thenanswerthequestions.Toactivatestudents’backgroundknowledgeaboutthehistoryofinventionsandgetstudentspreparedfor1a.Step4Showthepicturesin1aandaskstudentstonumberthemintheordertheythinktheywereinventedandthenhaveadiscussion.Numbertheinventionsintheordertheythinktheywereinvented.Discusswithclassmatesbyusingthegivenstructure.Toletstudentspredictthehistoryoftheinventionsaccordingtotheirbackgroundknowledgeandmakethemgetfamiliarwith“wasinvented”.Step5Showthepictureandnumbersin1bandaskthequestion:Whosepredictioniscorrect?---Wecanfindthecorrectanswerinthelisteningpractice.Lookatthepicturesin1bandguesswhethertheymadetherightpredictionornot.Tomakestudentscuriousaboutwhethertheirpredictionswererightornotandarousetheirinterestinlistening.Step6Showthepicturein1bandaskthequestions:1.Howmanypeoplecanyouseeinthepicture?2.Whoarethey?3.Whatdoyouthinktheyaretalkingabout?4.What’stheirpossiblerelationship?Lookatthepictureandthinkaboutthequestions.Trytoanswerthequestions.Toguidestudentstomakesomepredictionsaboutwhattheyaregoingtohearbeforelisteningtotheaudio.Step7Showthenumbersin1bandaskthequestions:Whatdothefourdifferentnumbersmean?Howcanyoureadthem?Thenteachstudentstoreadthefournumbersonebyone.Lookatthenumbersandthinkaboutwhattheymean.Thenlearntoreadthemonebyone.Tomakesurestudentsknowhowtoreadthe4differentyearssothattheycanmaketherightchoicesduringlisteningtotheaudio.Step8Playtheaudioandaskstudentstomatchtheinventionswiththeyearsin1b.Thenchecktheanswersandaskstudenttothinkaboutwhethertheirpredictionswererightornot.Listentotheaudioandmatchtheinventionswiththeyearsaccordingtowhattheyhear.Thenchecktheanswersandseewhethertheymadetherightpredictions.Tohelpstudentsrecognizethetargetlanguageinnaturalspeechandchecktheirpredictionsin1a.Step9Playtheaudioagainandaskstudentstofillintheblanksontheirlearningsheets.Thenchecktheanswers.Listentotheconversationagainandfinishthelearningsheets.Thenchecktheanswers.Totrainstudents’listeningskillsandmakethemmorefamiliarwiththeconversation.Step10Playthevideoandaskstudentstoreadafteritsentencebysentence.Thenaskthequestions:1.Whoaremakingtheconversation?2.Whataretheytalkingabout?3.DoyouthinkAliceisgoodathistoryandknowsaboutthepastwell?Why?Howaboutyou?Watchthevideoandreadafteritsentencebysentence.Trytoimitatethepronunciationandtones.Thinkaboutthequestionsandanswerthem.Totrainstudents’listeningandspeakingskillsandguidethemtothinkabouthowmuchtheyknowaboutthehistory.Step11ShowthechartwhichAliceneedstofinishandaskstudentstohelpAlicefinishitaccordingtothequestions:1.Weretheyinventedornotwhengrandmawasakid?2.Didgrandma’sfamilyhavetheseinventions?3.Whydidn’tgrandma’sfamilyhavetheinventions?4.Whenweretheyinvented?HelpAlicefinishthechartaccordingtotheinformationintheconversation.Tomakestudentspayattentiontothedetailssothattheycanunderstandtheconversationmoredeeplyandknowmoreaboutthehistory.Step12Showthepicturesoftheinventorsofthefourmoderninventionsandaskstudentstomakesentencesaccordingtothegivenexamples.Lookatthepicturesandmakesentencesabouttheinventorsandtheirinventionsbyusingthestructure“wasinvented”.Tohelpstudentsknowmoreaboutthehistoryoftheinventionssothattheycanbemorepreparedfor1c.Step13Showthetaskin1candaskstudentstofinish1c.Finishtheactivityin1cby