九年級英語《Unit 6 When was it invented》說課稿

PAGEPAGE3LessonTalkGoforit!Book9,Unit6Whenwasitinvented?ReadingDoyouknowwhenbasketballwasinvented?Goodmorning,everyone!I’mverygladtostandheretointerpretmylesson.ThelessonI’mgoingtotalkaboutisthelastperiodofUnit6,Book9.ReadingDoyouknowwhenbasketballwasinvented?I’lldescribemythoughtsonteachingthislessoninthefollowing6aspects:analysisofteachingmaterial,analysisofstudents,teachingaids,teachingaimsanddemands,teachingproceduresandteachingfeedback.Firstofall,I’dliketogivesomeanalysisofthematerialandthestudents.ThismaterialisfromGoforit!Book9,Unit6Whenwasitinvented?Thelanguagegoalofthisunitisto“Talkaboutthehistoryofinventions.”Inthisunit,studentswillgetintouchwiththepassivevoice,whichisanewgrammar.Andit’simportantandalittlebitdifficult.Inthepriorperiodsofthisunit,studentshavegotintouchwiththepassivevoiceandrealizedinitiallywhatthepassivevoiceisconstructedandwhatitexpresses.Sointhisperiod,Imake“improvestudents’readingability”asakeypoint.OK,thatismyanalysisofmaterial.AndthenIwanttotalksomethingaboutthestudents.Ingeneral,students’readingabilityinourschoolispoor.Whentheymeetlongarticles,someofthemdon’tknowwhattodo.Somyaimistomakethemmasterhowtoanalyzealongarticle.Here,weneedanewlearningstratery—Mind-mapping.Next,teachingaids,Ineedaprojectortoshowstudentssomepictures.Accordingtotheteachingmaterialandtheanalysisofthestudents,Isettheteachingaimsanddemands.Bytheendofthisperiod,firstofall,mostofthestudentswillbeabletomastersomewords,phrasesandkeysentences.Secondly,studentswillbeabletousethemind-mappingtoremenmberinformationandtheirreadingabilitycanimprove.Thirdly,bylearningthearticle,studentscanlearnthehistoryofbasketball.Theyalsoknowthatplayingbasketballisagoodwaytokeephealthy.Soweshouldlovebasketball,lovesportsandloveourlife.Theimportantpointofthisperiodistoimprovestudents’readingability.Thediffcultpointofthisperiodishowtousemind-mappingtorememberinformation.OK,somuchforteachingaimsanddemands.Nextcomesmymostimportantpart,theteachingprocedures.Mystudentswilllearnthelessonin4steps.Steponeislead-in.First,I’llgreetthestudentswithdailyconversations.AndthenI’llletthemtalkaboutsportsplayedinChina.Nextshowthemsomepictures,thenletthemtalkaboutwhichsportisthemostpopularinChinaandwhichsportistheirfavoriteandwhy.Steptwoispre-reading.Basketballisveryimportantallovertheworld.Someboysinourclasslikeplayingbasketballafterclass.Studentsingroupstalkaboutbasketballandgivethewholeclasssomeinformationaboutit.Stepthreeisreading.Thereare4tasksIhavedesigned.Task1Studentsscanthearticle.Whilereading,theycandrawpicturesonthepaper.Thencompletethemind-mappingwiththeinformationfromthereading.Task2Studentsreadthearticleagain,thenanswerthefollowingquestions.Task3Givestudentssomeclues,letthemanalyzeeveryparagraphbythemselves.Task4Underlinethekeywords,expressionsandgrammarsinthepassageandtrytousethem.Myfourthstepispost-reading.Inthisstep,I’llinterviewsomestudents,“WouldyouliketoplayonChina’snationalbasketballteamoneday?”Letthestudentstalkaboutitandgiveusareport.ThenIwillgivethemasuggestion:Maybeit’shardtorealizethisdream,sotheyshouldkeepagoodbanlancebetweenplayingbasketballandtheirstudy.Finally,I’lltellthestudentsthehomework.Studentsgetsomeinformationontheinternet.Thenwriteanarticleaboutthehistoryofasporttheylike.That’sallmyteachingprocedures.Next,I’llsaysomethingabouttheteachingfeedback.Inthestepofpost-reading,Ithoughtstudentswouldtalkaboutthequestionactively.Butitdidn’tachievemyexpectedresult.Ishouldgivethemsomeclues,thenencouragethemtodobetter.That’sallaboutmylessontalk.Thanksforlistening.Bye!Unit6Whenwasitinvented?第一課時說課稿各位評委老師，上午好！我是號考生，我今天說課的題目是《Unit6Whenwasitinvented?》。我主要從教材分析、學(xué)情分析、教學(xué)方法與策略、教學(xué)過程、板書設(shè)計等幾個步驟向大家詳細地講解我對這節(jié)課的安排。一．教材分析1．教材的地位和作用本說課是九年級《goforit》第6單元“Whenwasitinvented?”本單元涉及內(nèi)容是本書當(dāng)中比較重要的一部分。被動語態(tài)結(jié)構(gòu)及運用是教學(xué)中一個難點和重點，也是學(xué)生比較不容易理解的部分，因為它是建立在各種時態(tài)之上的。另外通過對我們熟悉經(jīng)常使用的發(fā)明物的歷史來開闊眼界，豐富學(xué)生的閱歷，使學(xué)生養(yǎng)成勤于思考，善于總結(jié)的好習(xí)慣。2．教學(xué)目標(biāo)1）知識目標(biāo)擴容新單詞，提高閱讀能力。理解和良好運用被動語態(tài)。2）技能目標(biāo)能談?wù)撝匾l(fā)明的歷史及用途，能針對各項發(fā)明的用處及特點，發(fā)表自己的看法，并說明理由。3）情感目標(biāo)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3．教學(xué)重點掌握一般過去時的被動語態(tài)4．教學(xué)難點弄清主動語態(tài)與被動語態(tài)的差異，通過練習(xí)和運用加以鞏固二．學(xué)情分析1．初中生的抽象能力較低，形象思維能力強。但注意力容易分散。本單元通過多媒體課件和教師親和力的語言，增強興趣和注意力。2．初中生的學(xué)習(xí)心理特點1）興趣對英語普遍感興趣，求知欲盛。2）記憶對刺激記憶手段多的知識記憶深刻，遵從記憶規(guī)律。3）評價主要通過他人評價初步形成對自己的評價，所以很在乎他人的評價。同時自我意識不斷增強。因此在本課教學(xué)過程中，注意采用任務(wù)型教學(xué)為主，通過任務(wù)和不同的評價方式，提高學(xué)生參與意識。三．教法滲透1、教學(xué)設(shè)計思路與教材處理：《新目標(biāo)英語》中的具體語言目標(biāo)是通過各種各樣的Tasks來實現(xiàn)的；學(xué)生需要運用具體而特定的行動來完成一定的交際任務(wù)。整個教學(xué)過程中，各種語言結(jié)構(gòu)與語言功能與不同的學(xué)習(xí)任務(wù)有機的結(jié)合。任務(wù)活動所謀求的效果不是一種機械的語言訓(xùn)練，而是側(cè)重在執(zhí)行任務(wù)中學(xué)生自我完成任務(wù)的能力和策略的培養(yǎng)；重視形式在完成任務(wù)過程中的參與和在交流活動中所獲得的經(jīng)驗。因此本節(jié)課我將始終引導(dǎo)學(xué)生通過完成具體的任務(wù)活動來學(xué)習(xí)語言，讓學(xué)生為了特定的學(xué)習(xí)目的去實施特定的語言行動，通過完成特定的交際任務(wù)來獲得和積累相應(yīng)的學(xué)習(xí)經(jīng)驗，讓學(xué)生在用中學(xué)，在學(xué)中用。2、教學(xué)原則l活動性原則提倡學(xué)生主動參與，體驗，交流，合作，探究等多種學(xué)習(xí)。l合作性原則以學(xué)生為主體，師生合作，生生合作，體現(xiàn)教與學(xué)的互動，交往。l任務(wù)型原則任務(wù)驅(qū)動—激發(fā)動機；任務(wù)完成—激勵學(xué)習(xí)積極性；執(zhí)行任務(wù)—培養(yǎng)責(zé)任心和合作精神。l情感性原則激發(fā)學(xué)生學(xué)習(xí)英語的興趣和始終保持良好的學(xué)習(xí)情緒。3、教法運用：本單元主要采用任務(wù)型教學(xué)在本課的任務(wù)型語言教學(xué)中，我將依據(jù)課程的總體目標(biāo)并結(jié)合教學(xué)內(nèi)容，創(chuàng)造性地設(shè)計貼近學(xué)生生活實際的任務(wù)活動，吸引和組織他們積極參與，使學(xué)生通過觀察、思考、討論、交流和合作等方式，在一種自然、真實或模擬真實的情境中體會語言、掌握語言的應(yīng)用。4．教學(xué)手段1）多媒體輔助：使用自制的課件，使抽象的語言變得直觀，為學(xué)生運用英語進行交際創(chuàng)設(shè)情景，實現(xiàn)師生互動，生生互動和人機互動的多向交流。2）非測試性評價：傳統(tǒng)的評價觀念的出發(fā)點是學(xué)科本位，只重學(xué)科，不重學(xué)生發(fā)展。要體現(xiàn)新課程標(biāo)準(zhǔn)的實施效果，評價體系應(yīng)該“正確反映外語學(xué)習(xí)的本質(zhì)和過程，滿足學(xué)生發(fā)展的需要”。為了達到這一目標(biāo)，唯有重視形成性評價，充分發(fā)揮其積極作用，促進新的評價體系的形成。因此，本課我將各種活動設(shè)計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學(xué)生學(xué)會自主學(xué)習(xí)，學(xué)會與人合作，培養(yǎng)創(chuàng)新意識以及具備科學(xué)的價值觀。四、學(xué)法指導(dǎo)新制定的《英語課程標(biāo)準(zhǔn)》把“培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，樹立自信心，培養(yǎng)良好學(xué)習(xí)習(xí)慣和形成有效策略，發(fā)展自主學(xué)習(xí)和合作精神”放在了首位。依據(jù)課改的精神，我從以下幾個方面對學(xué)生進行學(xué)法指導(dǎo)。1、學(xué)習(xí)方法的指導(dǎo)培養(yǎng)學(xué)生觀察力，想象力，記憶力以及思維能力。用生動的課件調(diào)動學(xué)生的感官進行聽說讀寫的訓(xùn)練。2、學(xué)習(xí)積極性的調(diào)動我在教學(xué)過程中創(chuàng)造一種開放的，和諧的，積極互動的語言氛圍，把課堂變成有聲有色的舞臺，讓學(xué)生在樂中學(xué)。3、學(xué)習(xí)能力的培養(yǎng)通過連貫的聽說讀寫，游戲，競賽等，培養(yǎng)學(xué)生的交際能力，發(fā)展他們的思維能力。4、學(xué)習(xí)策略的指導(dǎo)本節(jié)課將在課堂活動中把學(xué)生分成四人小組的學(xué)習(xí)小組，讓他們圍繞著課堂任務(wù)分工合作，在活動中相互探討、相互交流、相互合作，從而獲得知識、技能和情感體驗，發(fā)展他們的能力。創(chuàng)建開放式，探究式的課堂，有意識滲透學(xué)習(xí)策略的訓(xùn)練。我讓學(xué)生觀察課件畫面，回答問題，讓學(xué)生學(xué)會使用認知策略；讓學(xué)生表演對話，實現(xiàn)交際策略；引導(dǎo)學(xué)生交際，主動練習(xí)和實踐，是調(diào)控策略的體現(xiàn)。充分利用多媒體，錄音，卡片等是資源策略。五.教學(xué)效果預(yù)測；1．

能夠掌握被動語態(tài)，并運用到一定的語言環(huán)境。2．

通過多媒體和任務(wù)的完成學(xué)生會突破難點，產(chǎn)生一定創(chuàng)造精神。3．能完成教學(xué)目標(biāo)，調(diào)動學(xué)生學(xué)習(xí)熱情。六．課堂教學(xué)過程：Ⅵ．TeachingProceduresStepⅠLead-in(2minutes)Wehaveinventionseverywhere.Inventionsmakeusliveeasilyandhappily.Withoutinventions,ourliveswillbemuchmoredifficult.Today,wewillknowaboutafewinventionsandtalkaboutthehistoryofthem.Showthepicturesoffiveinventionsonthescreen:acar,aTvset,atelephone,acalculatorandacomputer.T:Nowlookatthesethings.Whatarethey?Inwhatorderdoyouthinktheywereinvented?Numberthem(1-5)(1=first,5=last)Volunteersreporttheanswes.S1:Ithinkthecalculatorwasinventedbeforethecomputer.S2:Idon’tthinkso.Ithinkthecalculatorwasinventedafterthecomputer.StepⅡ1aThisactivityreviewsvocabularyandintroducesnewvocabularywhichcanbeusedtotalkaboutinventions.Readtheinventionstothestudents.Callthestudents'attentiontothefivepictures.Tellthestudentsthatallofthesethingswereinventedinthelast150years.Pointtoeachpictureandletthestudentstellwhatitis.Writethenamesofthefiveinventionsontheputer,car,calculator,telephone,TVsetHaveseveraldifferentstudentsguessandwritethedatesontheboard.Asktheclasstorepeatthequestionsandanswerslikethis.T:Whenwasthecomputerinvented?Classrepeat.Ss:Whenwasthecomputerinvented?T:Good.NowTom,whatisyourguess?S1:1965.T:OK.Tom,repeatafterme.Thecomputerwasinventedin1965.T:Class,pleaserepeat.Ss:Thecomputerwasinventedin1965.Repeattheprocesswithseveraldifferentinventions.Tellthechildrenthattheywillfindouttherealdatesaftertheycompletethelesson.Afterthat,askthestudentsthequestionsbelow:Questions:1．Whichonedoyouthinkistheoldest?2．Whichoneisthenewest?3．Whichonedoyouthinkistheoldestorthefirstinvention?4．Whichoneisthenewestorlastinvention?Askdifferentstudentstoanswerthequestions.Havethestudentslookattheexampleconversationinthebox.Asktwostudentstoreadthisconversationtotheclass.A:Ithinkthetelephonewasinventedbeforethecar.B.Well,Ithinkthetelephonewasinventedafterthecar.Readtheinstructionsagaintothestudents.Remindthemtoremembertheinventionsfromfirsttolast.Thenhavethestudentstalkaboutthefiveinventionsingroupsoffour,usingthesampleconversationasamodel.Askseveralgroupstotelltheclasstheiranswers.Therestoftheclasslistentothemandshowtheyhavedifferentanswersbyraisingtheirhands.Inthenextactivityyouwillfindouttherealdates.StepⅢ1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Getthewholeclasstoreadtheinstructiontogether.Callthestudents'attentiontothefiveinventionsinthepicture.Askfivestudentstosaythenamesofthem.Thenaskthemtoseethefivedateswithablanklineinfrontofeach.We'lllistentoagirlandawomantalkingaboutthefiveinventions.Theywilltalkaboutwhentheywereinvented.Listencarefullyandmatchtheinventionsandthedates.Writethecorrectletterinfrontofeachdateasthesamplegiven.Askthemtohavealookatthesampleanswer.Tellthemtheanswerinfrontof1876isd.Thatmeansthatthetelephone,whichisletterd,wasinventedin1876.Playtherecordingthefirsttime.Thestudentsonlylistenandtrytocatchthemainidea.Playtherecordingasecondtime.Letthestudentsmatchtheinventionsandthedates.Checktheanswersbyaskingseveraltosaytheanswerstotheclass.Ifsomeoftheanswersarehardtogetforthechildren,tellthemnottoworryandtheywillmakeitnext.Thenplaytherecordingagain.Pauseaftereachsentenceandletthestudentsrepeat.Forsomedifficultsentences,getthestudentstorepeatseveraltimes.Besurethattheymakeeverythingclear.Answersd1876a1885e1927c1971b1976StepⅣ1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.ReadtheinstructionsandpointtothelistofdatesinActivity1b.Youwillbetalkingaboutthedatesthingswereinventedwithapartner.Callthestudents'attentiontotheexampleinthebox.Askapairofthestudentstoreadthisconversationtotheclass.SA:Whenwasthetelephoneinvented?SB:Ithinkitwasinventedin1876.Writetheconversationontheblackboard.Thengetthestudentstopracticeinpairs,usingtheinformationinActivity1b.Tellthemtodoitlikethis:StudentA,coversthedates.StudentsB,asksStudentAwhenthethingsinthepictureabovewereinvented.Thenchangerolesandpracticeagain.Askseveralpairstosharetheirconversationswiththeclass.StepⅤSummaryInthisclass,we'velearnedtotalkaboutthehistoryofinventionswithpassivevoice.We'vealsodonesomelisteningpracticeinunderstandingthetargetlanguageinspokenconversation.Andwe'vedonemuchoralpractice,usingthetargetlanguage.StepⅥHomework1．WriteouttwoconversationsinActivity1a.2．WriteouttwoconversationsinActivity1c.StepⅦBlackboardDesignUnit9Whenwasitinvented?SectionATheFirstPeriod1．Thenamesofthefiveinventions:computer,car,calculator,telephone,TVset2．Targetlanguage:A:Whenwasthetelephoneinvented?B:Ithinkitwasinventedin1876.Unit6Whenwasitinvented?SectionA(1a—1c)英文說課稿Goodmorning,everyone.It’smypleasuretointerpretmylessonheretoday.ThelessonI’mgoingtotalkaboutisthefirstperiodofBook9Unit6Whenwasitinvented?I’lldescribemythoughtsonteachingthislessoninthefollowing4aspects:analysisofteachingmaterial,waysofteachingandlearning,teachingproceduresandblackboardnotes.Firstofall,I’dliketogivesomeanalysisofthematerialandthestudents.ThismaterialisfromBook9Unit9Whenwasitinvented?Thelanguagegoalofthisunitis“Talkaboutthehistoryoftheinventions”.Inthisperiod,studentswillgetintouchwiththepassivevoice.It’sthefirsttimeforthestudentstogetintouchwiththepassivevoice.Thisgrammaritemisakeypointalsoisalittlebitdifficult.Inthisperiod,Iwillmainlyletthestudentstouchwiththepassivevoice.Theyrealizeinitiallywhatthepassivevoiceisconstructedandwhatitexpresses.ThatwillbeOK.Imake"talkaboutthehistoryofinventions"asthelanguagegoaloftheclass.OK,thatisallaboutmyanalysisofmaterial.AndthenIwanttotalksomethingaboutthestudents.Inourschool,thestudentsdon'thavemuchtimetolearnsomeinventions.SoIaskthemtogetreadyforthislessonandtrytofindinformationaboutthefourgreatestinventionsofancientChinaandsomeotherfamousinventorsandtheirinventions.Sotheycanhaveaconcertofwhattheywilllearninthisclass.Ihopethestudentscanhitthefollowinggoalsafterthisclass:theycanrealizethepassivevoiceinitially;theycanusethesentencestructureslearnedtodiscusstheinventorsandtheirinventions;theycanrealizetheancientcivilizationofChina,strengthentheproudoffeeling.Accordingtothelearningmaterialandtheanalysisofthestudents,alsoonthebasisofNEC,Isetthelearningobjectivesasfollows.Bytheendofthissession,mostoftheSswillbeabletoachievethefollowingaspects.Firstofall,mostoftheSswillbeabletolearnandusesomeimportantlanguagepoints,likecalculator,bulb,invent,inventor,inventionandsoon.Second,Sswillbeabletousethefollowingsentencepatternstotalkaboutinventions:Whenwasthecarinvented?Itwasinventedin…Whowasthecarinventedby?

ItwasinventedbyThird,Sswillbeabletowriteanarticleaboutgreatinvention.Thesearemyteachingandlearningobjectives.AndthefocuseslieonhelpingSsimprovetheirabilitytofindouttheinformationtheyneedafterlistening,andtheabilitytowriteanarticleaboutagreatinvention,usingthepassivevoice.Thedifficultyistheusingofthepassivevoice.Thenletmesaysomethingabouttheteachingmethods.Inordertoreachmyobjectives,I’lldesignsomepairworksandgroupworkstoincreaseSstalkingtimeonthebasisofthestudent-basedteachingmethod.AndI’lldesignsometaskstoimproveSs’listeningandwritingskillsmentionedabove,onthebasisoftask-basedteachingmethod.Besides,inordertomakethelessonlivelyandinteresting,I’lltrytousemodernequipments.Ok,somuchforthelearningstrategies.Nextcomestomymostimportantpart,thelearningprocedures.MySswilllearnthelessonin7steps.Steponeiswarming-up.First,I’llgreettheSswithdailyconversations.AndthenI’llshowthemsomepicturesoftheceremony(2008OlympicGames)onthescreentotalkabouttheChinesehistoryandthefourgreatinventions.ThenI’llshowthepicturesofthefourgreatinventions,andaskstudents:Whoinvented…?Andthenpresentthenewsentencepatterns:-Whowasthepapermakinginventedby?-ItwasinventedbyCaiLun.-Whenwasitinvented?-ItwasinventedinDonghanDynastyAfterthat,askstudentstoaskandanswerinpairs,usingtheabovesentencepatterns.ThenI’llsaythatwehaveknownsomeancientinventions,askSs“Doyouknowanymoderninventions?”AskSstotellasmanyastheycan,suchascar,telephone,lightbulb,computerandsoon.AndthenaskSs:“Whenweretheyinvented?Andwhoweretheyinventedby?”Sowewillcometostep3.Ssmayfindouttheanswerafterlistening.Afterthethirdstep,I’llshowmoreinventionsonBb,andaskSstodiscussthemingroupsoffour.Thengiveareport.Ssshouldusethefollowingsentencepatternswhiletheyaretalking.-Whenwasthelaserinvented?-Itwasinventedin…-Whowasitinventedby?-Itwasinventedby…inventionsWhenwasitinvented?Whowasitinventedby?Laser1960

Tonyairplane1903

LightE-mail1971

Tomlinsontelegraph

1895

Marconiair-conditioner

1902

Wailersauto-dubmachine

1967

Belonballpen1938

ParishesAfterthediscussionpart,we’llgotostep5-writing.Becauseafterthelisteninganddiscussion,it’stimeforSstowritesomethingaboutaninvention.ButfirstI’llgiveSssomeoralexamplesaboutit.AndexamplescangivethesestudentswhoarenotgoodatEnglishsomehelp.Andthisoralpracticecanmakethemeasytowritethearticle.Aftertheoralpractice,we’llcometowritethearticleaboutagreatinvention.BeforeSswriteit,firstI’llhelpthemhowtobeginthearticle.ThiscanimproveSs’learningstrategy.BeforeSswriteitbythemselves,I’llgivethemmyexamples,whichcanhelpthoseSswhoseEnglisharenotgoodtowrite.Next,theSswillwritethearticle,andaftertheyfinishit,I’llshowthem2artclesfromthemtosharewiththem..Afterthewriting,it’stimetosummarizewhattheyhavelearned,andafterthat,dosomeexercises,thatwillhelptoconsolidatewhattheyhavelearned.Exercises:1.將下列主動句改成被動句：1)

ManypeoplespeakEnglish.2)Weshouldlookafterourbookswell.3)Theymakewoodintodesks.4)TheyinvitedTomtoseeafilm.2.Theywereinvented___JulieThompson.A.asB.forC.byD.to3.Thiswatch_____ChinaA.wasmadeinB.wasmadeby4.—____wasthecarinvented?—In1983.A.WhenB.WhyCHowD.Who5.Basketball____bypeopleallovertheworld.A.isenjoyedB.islikeC.loveD.enjoyedFinally,I’lltellSsthehomeworkandsaygoodbyetothem.That’sallaboutmyteachingprocedures.NextI’llsaysomethingabouttheBbdesign.AsweknowBbnoteistheminiatureofthewholelesson.Itcandisplaytheproceduresofthelessonandthelanguagepointslearnedinthislesson.It’sgoodforSstogettheclearideaofthewholelesson.Andteachercanuseittoreview.That’sallaboutmylessontalk.Thanksforlisteningit.Bye!板書:Unit9Whenwasitinvented?Period1Whenwas…invented?inventItwasinventedin…

inventorWhowas…inventedby?

inventionItwasinventedby…calculatorBulbUnit6Whenwasitinvented?SectionA英文說課稿A.Teachingmaterialanalysis:1.Mytopictodayis1a-2cofsectionAinGoforitUnit6.Thelanguagegoalofthisunitis“Talkaboutthehistoryoftheinventions”.Thekeywordsare:scoop,adjustable,heel,battery,operate,slipper,bulb,invent,beusedfor.2.Thekeyexpressionslistedasfollows:Whenwasthecarinvented?Itwasinventedin…Whowasthecarinventedby?Itwasinventedby...Whatisit/aretheyusedfor?Itis/Theyareusedfor...3.Thedifficultpointisthenewlanguagefunctionofpassivevoice.B.TeachinganticipationIt’sthefirsttimeforthestudentstogetintouchwiththepassivevoice.Thisgrammaritemisakeypointalsoisalittlebitdifficult.Inthisperiod,Iwillmainlyletthestudentstouchwiththepassivevoice.Theyrealizeinitiallywhatthepassivevoiceisconstructedandwhatitexpresses.ThatwillbeOK.Imake"talkaboutthehistoryofinventions"asthelanguagegoaloftheclass.Inourschool,thestudentsdon'thavemuchtimetolearnsomeinventions.SoIaskthemtogetreadyforthislessonandtrytofindinformationaboutthefourgreatestinventionsofancientChinaandsomeotherfamousinventorsandtheirinventions.Sotheycanhaveaconcertofwhattheywilllearninthisclass.Ihopethestudentscanhitthefollowinggoalsafterthisclass:1.Theycanrealizethepassivevoiceinitially.2.Theycanusethesentencestructureslearnedtodiscusstheinventorsandtheirinventions.3.TheycanrealizetheancientcivilizationofChina,strengthentheproudoffeeling.C.MythoughtforthedesignofthisclassInthisclass,IwillleadthestudentstohaveatourtoanAfricanoriginaltribeandrecommendsomeinventionsinourdailylifetoimprovetheiroriginalitysituation,thusdevelopthetopic.Theactivitiesinvolvethreekeysentencestructuresofthislesson:Whenwasitinvented?Whowasitinventedby?Whatisitusedfor?MyposttaskisaletterfromastudenttoAfricans.ItintroducestheancientfourgreatestinventionsofChina.Buttherearemanymistakesaboutthepassivevoice.Igetthestudentstocorrectthem.Throughthepractice,thestudentscanconsolidatewhattheylearnedtoday.What’smore,itcanmakethestudentsrealizethegloriousandancientcivilizationofChina.D.Teachingprocedures:Step1.WarmingupIpresentthelanguagetargetsonthefirstpageofppt.Itcanmakestudentsrealizewhattheyaregoingtolearnbeforeclass.Sotheywillhaveabettereffecttolearnitwell.Step2.Lead-in1.T:TodaywearegoingtoAfrica.We'llvisitanancienttribe.(PresenttheAfricanoriginaltribepicture)T:Theyliveinthehouselikethis.(Adarkhouse)Whatdotheyneed?S:Bulb.Presentthebulbthatstudentsaid.ExplainthatthisisaninventionT:It’sakindofinvention.2.PresentEdison’spicture,T:Whoisthisman?(Edison)S:Hewasaninventor.(Presentthevocabularyinventor)T:Heinventedmanyinventions.PleasesaysomethingaboutEdisonandthebulb.S:Edisoninventedthebulb.(Thestudentcandescribewiththeactivevoicewhichlearnedbefore)Thenchangethepositions,andthenletthestudentsaytherelationagain.(Designaim:Iwanttomakethestudentsfindoutwhatthepassivevoiceis.Itwilldeveloptheabilityofindependentstudy)3.Repeatthesamestepswithsomeotherinventions(carandtelephone).Step3.Activity1T:TheAfricanswanttoknowwhentheinventionswereinvented.1.Ordertheinventions(1a)Getthestudentstoguessinwhatordertheinventionswereinventedandnumberthemfrom1-5.Theycandiscusswiththeirpartners:S1:Ithinkthetelephonewasinventedbeforethecar.S2:Well,Ithinkthecarwasinventedafterthetelephone.2.Listentothetapeandfindthetimeoftheinventions.(1b)Thenchecktheanswerandknowwhoseorderisright.3.Pairwork(1c)Makeconversationsusingthetimetablein2a.(Goal:do1a-1c.withdrawtheknowledgedotandpractice.)Step4.Activity2HaveatryT:Let’slearnsomeotherinventions.-Whenwasthelaserinvented?-Itwasinventedin…-Whowasitinventedby?-Itwasinventedby…inventionsWhenwasitinvented?Whowasitinventedby?Laser1960Tonysairplane1903LightE-mail1971Tomlinsontelegraph1895Marconiair-condition1902Wailersauto-dubmachine1967Belonballpen1938Parishes(Goal:practicethekeysentencestructureswithsomeotherinventionsandopenthestudentsmindatthesametime)Step5.Activity3Whataretheyusedfor?T:TheAfricansknowwhentheinventionswereinvented.Andtheywanttoknowwhattheyareusedfor.ShowaconversationbetweenBellandanAfricanAfrican:What’sthetelephoneusedfor?Bell:It’susedfortalkingwithpeople.1.Whataretheyusedfor?(Presentasheetofinventions)1)Discussingroupsoffour.2)Getthestudentstoguess.Theycanhavetheirownideas.2.GuessinggameDividethewholeclassintotwogroupsandhaveacompetition.Thegroupgivesoutmorecorrectanswersinthreeminuteswillbethewinners.Oneoftheirmemberswillreadforthemwiththeinformationinthecards.Thewordsinthecardsarelikethis:Bell,telephone,1876,talkingwithpeople…Studentscanrobtheanswerwhilereadingtheinformation.Theteacherneedstogetreadyforthecardsbeforeclass.(Goal:playaguessinggamelikeLucky52whichstudentsareinterestedin.It'susedforconsolidatingthekeysentencesandpassivevoice.)Step6.Activity4ReadingT:TheAfricansareverygladtoknowsomuchabouttheinventions.Sothey’dliketoreadsomeotherarticlesaboutothermoderninventions.Givethelisteningmaterialandtheformstothestudentsbeforeclass1.ReadtheconversationandfillinthechartinventionsWhowasit/theyinventedby?

Whatisit/aretheyusedfor?Shoeswithadjustableheels

scoopingreallycoldicecreamJulieThompson2.Checktheanswer3.Readafterthetapetogetherandreadthenewwords(Goal:2a/2bislisteningmaterial.Idesignitasataskreading.Wehavelearnedthesentencestructuresinthestepabove.)Step7.Activity5SmallinventorsT:Showtime!ShowyourinventionstotheAfricans!(Prepared)1.SurveyFourstudentsasagroup,onestudentworksasareportertointerviewtheotherthreestudentsandfillinthechart.inventionsWhowasitinventedby?Whenwasitinvented?Whatisitusefor?2.ReportMakeareportabouttheirnewinventions…Wasinventedby…itwasinventedinItisusedfor…(Goal:practicethekeysentencestructuressurroundingthelanguagegoal.Developthestudent’shavefantasticideasandconsciousnessoftheinventioninnovation)Step8.Activity6thefourgreatestinventionsofancientChina1.Showthefourinventions,theinventors,theinventedtime,theusagetogetthestudentstomatchthem.2.ShowaletterfromastudenttoanAfrican,therearemanymistakes,getthestudentstocorrectthem.3.Writethecorrectletteriftimeispermitted.(Goal:makethestudentconsolidatepassivevoice.studentscanrealizetheancientcivilizationofChinese,self-confidentandproudoffeelings.)Step9.Summary1.Thepassivevoice被動語態(tài)的構(gòu)成:助動詞(be)+動詞過去分詞(done)am/is(are)+done一般現(xiàn)在時was(were)+done一般過去時2.ExpressionsWhenwasthecarinvented?Itwasinventedin1876.Whowasthecarinventedby?ItwasinventedbyFord.Whataretheyusedfor?Theyareusedfordriving.Step10.Homework?Copythenewwordsthreetimesandrememberthem?FinishHomeworkAPage1?WritethecorrectedlettertotheAfrican.?Preview:newwordsandexpressionsUnit6Whenwasitinvented?SectionA(1a—1c)說課稿各位評委老師：大家好！我說課的內(nèi)容是新目標(biāo)英語九年級上冊第六單元“Whenwasitinvented?’’的第1課時，即SectionA(1a—1c)。下面我將從以下幾個方面進行說課。一．教材分析這個單元圍繞“發(fā)明”這個話題，讓學(xué)生通過了解不同東西的發(fā)明歷史和用途來學(xué)習(xí)語法項目——被動語態(tài)。再通過聽、說、讀、寫訓(xùn)練熟練掌握語言知識和技能，最后讓學(xué)生分析自己身邊的發(fā)明的優(yōu)缺點，從而進一步認識世界并改造世界。同時，教材內(nèi)容從基本語言知識到語言綜合知識的運用，層層遞進，引導(dǎo)學(xué)生進行有目的學(xué)習(xí)語言。二．教學(xué)目標(biāo)1.知識語言目標(biāo)：能夠讓學(xué)生掌握重點詞匯：invent,caculator,computer,car等。讓學(xué)生掌握一般現(xiàn)在時和一般過去時的被動語態(tài)以及其陳述句和疑問句。2.能力目標(biāo)：學(xué)會談?wù)摪l(fā)明的歷史，認識些被發(fā)明的事物；能用被動語態(tài)進行對話。3.情感與價值：樹立科學(xué)觀念，培養(yǎng)積極探索，勇于創(chuàng)新的精神。三．教法策略以任務(wù)型教學(xué)策略為主，利用多媒體向?qū)W生展示發(fā)明物圖片、聽力訓(xùn)練法（處理聽力材料）、并輔助個人、小組對話和圖片等興趣策略教學(xué)。如在新授單詞時，通過一些圖片，幻燈片等進行分析教學(xué)，以致于從視角引起他們注意從而記住單詞。采取任務(wù)型教學(xué)策略的目的是主要是讓學(xué)生多練多用，在做中學(xué)、學(xué)中樂、樂中掌握知識。四．學(xué)習(xí)策略通過角色表演，掌握如何利用被動語態(tài)談?wù)摪l(fā)明，在完成任務(wù)的活動中主動的學(xué)習(xí)語言，養(yǎng)成繼續(xù)學(xué)習(xí)英語和學(xué)好英語的良好習(xí)慣。強調(diào)學(xué)生不僅要在課上積極發(fā)言、多練，并鼓勵他們課后成立英語學(xué)習(xí)興趣小組、英語角等，且鼓勵學(xué)生積極參加。五．重點、難點分析重點詞匯在對話和圖片中解決。如：invent,caculator,computer,car等。難點：聽力訓(xùn)練；用被動語態(tài)談?wù)摪l(fā)明的歷史和發(fā)明的用途來進行口語訓(xùn)練。六．教學(xué)準(zhǔn)備：黑板、圖片、錄音機、投影儀、一些發(fā)明實物。如：玩具汽車、電話機等。七．教學(xué)過程1、課前任務(wù)設(shè)置，在每一節(jié)課，我讓學(xué)生提前預(yù)習(xí)。課前3分鐘我讓學(xué)生學(xué)唱“big”bigworld”的歌曲，目的是激發(fā)他們學(xué)習(xí)熱情，另一方面鈴聲響的時候，首先檢查學(xué)生對第八單元單詞的記憶情況。然后讓學(xué)生看著屏幕，用“Whenwascarinvented?”等句子問，用Itwasinventedin1885回答，之后通過圖片展示推出其他的發(fā)明和新授的單元內(nèi)容。在此期間，讓學(xué)生感知“Whenwasitinvented?It