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1、Unit6 When was it invented?课题Unit6 When was it invented?教学内容Period One Section A (1a-1c)教材分析本单元主要是围绕着“inventions”这个话题，通过我们周围经常使用的“发明物”的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯，同时学习并掌握被动语态的有关知识。学情分析1.学生在八年级和九年级已经学过了一般现在时及情态动词的被动语态，有一定的基础，因此可以通过对被动语态的分析导入到今天所需学习的一般过去时的被动语态；2.九年级的学生有比较明确的学习动机和积极主动的学习态度；3.九年级
2、的学生有能力也有兴趣在周末通过上网查找相关发明物和发明家的一些资料。教 学 目 标 三维目标知识与技能l 知识目标：学会谈论发明的历史。l 能力目标：认识一些发明的事物；会读会背第九单元的单词并会用过去时的被动语态造句。重点单词： invent, calculator 拓展词汇：inventor, invention重点短语：was/were invented in; was/were invented by;need to do sth; take a history class 重点句子：1）I think the calculator was invented before the co
3、mputer.2)The telephone was invented in 1876；2）But in those days, TVs were really expensive, and we couldnt afford one. 重点语法：被动语态The Passive Voice 过程与方法采用Role-play和Discussion 的学习策略。充分利用多媒体等教学设备，设计与本课话题相关的情景，如不同种类的发明，人物，实物等等。围绕着本单元的教学目标，设计一些贴近学生实际的教学任务，让学生谈论身边的发明如电话、电脑、汽车、茶叶、篮球以及一些当代发明的看法；让学生根据所学知识，自己
4、进行创新设计等等。情感态度与价值观通过本单元的学习，清楚世界上一些对人类有着重大意义的发明物，尤其是中国古代的四大发明，从而激发学生的爱国主义精神；开阔学生的视野，树立科学观念，培养积极探索、勇于创新的精神，从而树立“成为一名发明家”的远大理想和抱负。教学重点被动语态的运用。【经典例句】 1.When was it invented? 2.Who was it invented by?3.It was invented by 教学难点运用被动语态自如地谈论发明的历史。【经典例句】1. -When was the car invented? -It was invented in 1995.2.
5、- Who were they invented by? -They were invented by Julie Thompson.教学策略1. 5P教学法（P-Preparation课前导入；Presentation新知识的呈现；Practice操练；Production实践；Progress巩固提升）；2. 情景教学教学方法任务型教学学法自主探究 + 小组合作学习课型新授课 / 听说课课时安排第二课时教学准备1. 多媒体；2. flashcards3. 教具准备 一些发明物的实物（如：纸，录音机，计算器等）教 学 过 程教学步骤教师活动学生活动目标达成预测一课前导入Preparation
6、1. All the students sing a song “My love” to get ready for the English class.2. Teacher asks the students to read aloud the new words in Unit 9.1.Sing a song2. Read aloud the new words.英文歌曲引入英语课堂，帮助学生进入最佳学习状态。通过对生词的复习，扫清学习障碍。二新课呈现PresentationTeacher says: Weve learnt the new words of Unit 9,and do y
7、ou know what we will talk about today?If you can answer my questions, you may know the answer.学生看PPT，并思考问题：What changed / is changing /will change our life? 引出“inventions”这一话题学生在老师的引导下，积极思维，饶有兴味地进入对“发明物”这一话题的思考与讨论中。三操练Practice1. Show some pictures. Then say life is quite different from that in the p
8、ast/ nowadays and in the future. Right? What makes the difference? -Inventions!2. Ask- “ Any more inventions do you know?” Please work in groups to discuss, then show them to the class.小组活动，讨论他们感兴趣的发明物，并有机会向班展示各组的讨论结果。步步为营，体现教学设计的梯度，来照顾全体学生。1a Group work1. Show some pictures that the students are fa
9、miliar with, and guess which one was invented before or after another one.2.Discuss in groups and number them 1-5.3.Do you know more inventions around us? Now work in groups to discuss. Later you can have a chance to show your inventions.The students are asked to practice in groups, one or two group
10、s will be asked to stand up to act out.通过小组学习达到生生互动及师生互动。加强学生的自主学习能力的培养1b Presentation of Listening Play the recording for the students to listen and do the work in 1b.then check the answers: d, a, e, c, bAnd then play the recording a second time. Then ask the students to read after it.And then ask
11、them to practice the conversation with their partners.Books open, and then do the 1b.listen and match the inventions with the dates .Then check the students answers and repeat.先通过播放听力来训练学生的听力水平。同时也提高学生的语言表达能力。让学生进行有效的听读训练。1c Pair work1. Work in pairs. Look at 1b. Student A covers the dates. Student
12、B, asks student A when the things in the picture were invented. Then change roles and practice again.2. Ask students to make similar dialogues using the things around them.Students think about the inventions good or bad. Then ask them to describe their opinions.通过老师自己的观点来引导学生发表各自的观点。从而引发学生思考问题的深度及广度
13、。四Production实践Ask the students to make a survey. Then have some individual students to give their report.Practice in group.Ask the questions using the language we have learnt in this class.通过调查活动实现对所学语言的运用。让学生有实际解决问题的能力。五Progress巩固提升Ask the students to have a discussion.Have a discussion about, what
14、 do inventors do? Do you want to be an inventor?引发学生思考发明家对社会的贡献，从而在本课中起到对学生思想的教育六Summary小结Ask some students to have a role-play show to go over the key sentences.Time for the students to show their wonderful English.通过角色扮演的方式贯穿本节课所学内容。板书设计板书标题：Unit 6 when was it invented?板书单词:invent（v）- inventor（n）-
15、 invention(n.) calculator cal-cu-la-tor板书句型: When was it invented? It was invented in. When were they invented? They were invented in.Who was it invented by? It was invented by. Who were they invented by? They were invented by. 作业设计写一篇80-100词的作文,题目是：My favorite invention-.教学反思1 课堂实施效果学生对“发明”这个主题很感兴趣
16、，因此能积极参与小组讨论，列举各种感兴趣的发明。因为之前对被动语态有所涉及，故能通过自主观察、归纳“一般过去时被动语态”；本节课对教材进行了整合，教学更符合学生的实际情况，课堂流程清晰，学生参与面广，设计发明的任务培养了他们的合作精神。通过四个学生扮演发明家并让其他同学来猜出他的发明物的英语风采展示，提升了学生浓厚的学习兴趣。整堂课实施了分层教学，使英语学困生也能体验成功。教学过程中设计的Tasks比较贴近学生的生活，他们能积极参与并能顺利完成，课堂气氛非常活跃,教学效果较好！ 2待完善之处在时间允许的情况下，如果能在课堂上鼓励学生展示自己的发明，对他们的启发可能会更大。 在通过语言材料提炼语法知识时缺乏高度，若能适时对“被动语态”进行全面系统的讲解，相信整堂课会更加出彩！ 6