Module 9 Great inventions. Unit 1 Will computers be used more than books in the future ? 教学设计

中小学教育资源及组卷应用平台
九年级Module 9 Unit 1 Will computers be used more than books in the future 教学设计
学科 初中英语 年级 九年级 学期 秋季
课型
课时 Listening & speaking
The first period 教学方法 Interactive approach；task-based approach
任课教师 学校
课题 Module 9 Unit 1 Will computers be used more than books in the future
教科书 书 名：英语九年级上册
出版社：外语教学与研究出版社
教学背景分析
1.Analysis of teaching material (教材分析)： 本节课是第九模块的第一单元，是一节听说课，重在让学生围绕话题展开听说训练。这篇课文是Tony父子之间展开的一段对话，以Tony向爸爸借照相机下周要去博物馆拍照为由，引出本模块的话题Great Inventions。在对话中，学生随着父子两人对比Internet发明前后，人们生活的巨大改变来获取本节课所要学习的知识，完成学习任务。 通过这篇课文的对话内容，使学生在生活技能层面了解了Internet在人们生活中的用途，给人们的学习、生活带来了很多便利；在知识学习层面习得了如何介绍invention的方法；在情感教育和思维拓展层面感叹人类的伟大发明促进社会的进步和发展，同时激发学生的想象和创造力争做“创客小达人”，创造出更多有利于人们学习和生活的发明。 2.Analysis of students (学情分析)： 授课的学生对象是九年级的优生成绩比较好，所以在设计课堂活动时重在锻炼学生的思维能力，课堂活动内容要体现一定的深度和广度。从第七模块开始学生就接触了被动语态，所以将来时的被动语态学生很容易理解和掌握。每次在引入课本的内容之前，都会先设计一个free talk或者预测环节，激发学生学习兴趣的同时又锻炼了学生的发散性思维，也为后面完成课堂活动做好了前期铺垫。 最后的输出环节，先让学生自己归纳总结可用于介绍invention的基本表达句型，然后通过小组合作方式运用这些句型先口头介绍或描述一项发明创造，最后笔头输出。一步步引导学生螺旋式上升，由浅入深，由易到难。
教学目标
Language ability: 1.Master the key words & expressions, and the structure of Future Passive Voice. Words: borrow, website, mail, textbook, mainly, page, electronic, technology, powerful, memory, full, fix, instructions, lend, properly Expressions: put up, thousands of Structure (Future Passive Voice): will be + done；be(am/is/are) going to + be + done 2.Listen to the dialogue and get the information about the Internet. 3.Talk about the changes of people’s lives with the invention of the Internet by mind map. Learning ability: 1.Listen and summarize a conversation. 2.Talk about the advantages of inventions. 3.Write about inventions. Thinking quality: Realize the development of inventions and the changes of people’s lives. Cultural awareness: 1.Realize how great the human being is. 2.Arouse interest & imagination in inventing something useful to change people’s lives.
教学内容
1.Key points: To listen and summarize a conversation about introducing inventions. Key structure-- They’ll be put up on the school website. They can be seen on the Internet by other classes. Will computers be used more than books in the future That can be fixed. 2.Difficult points: To describe inventions with their functions, changes of people’s lives and comments.
教学准备
Preparation: Multimedia; PPT; video; audio; student sheets
教学过程
Step 1: Warming up 1.Brainstorm: ①When we talk about inventions, what will you think of ②What are the four great inventions of Ancient China (Gunpowder, compass, paper-making, printing) ③What great inventions are invented in modern China 2.Video: Watch a video about the development of inventions. 3.Free talk:①What inventions can you see in the video ②Which one do you like best Why [设计意图]: 课前的头脑风暴和有关发明的视频激发了学生对“发明”这一主题的兴趣；free talk环节让学生了解有哪些古今的发明；让学生在轻松、愉悦的课堂氛围中进入课程的学习。 Step 2: Lead in 1.Thinking & talking: ①What other great inventions do you know How are people’s lives changed by them nowadays (fast, cheap, easy, safe, convenient, timesaving, relaxing…) ②Among the modern inventions, which one do you think is the most important 2.Unit task: In order to be a great Maker(创客小达人), you are going to invent something… ①What do you want to invent ②How will people’s lives be changed by your invention [设计意图]: 1.先通过“想与说”的环节，使学生对生活中身边的发明有个初步了解，同时引导学生用不同的形容词来描述身边的发明对人们的生活有哪些便利，积累写作词汇。 2.布置单元任务Unit task，让学生带着任务有目的地进入课程学习，引入课文。 Step 3: Pre-listening 1.Free talk: (before listening) Talk about the usages of the three inventions--computer, mobile phone & camera. T: What are they used for S: The computer/mobile phone/camera is used to… 2.Listen and complete the sentences in the book. (P72 A2) (After listening, point out the structure of Passive Voice--are kept; can be sent; was changed) [设计意图]: 1.课本第二题的听力活动内容与电脑、手机和照相机的用途有关，所以在听之前先通过free talk环节，让学生口头先描述这三个发明在日常生活中的作用，为接下来的听力训练做好铺垫，更有针对性；同时，要求学生用被动语态的句式进行口头表达。 2.听力活动结束后，让学生圈划出被动语态的句子，进一步巩固本单元的语法知识。 Step 4: While-listening 1.Guessing: (Show the pictures of Tony, Dad and a camera) ①What’s happening ②Why does Dad give Tony a camera ③What may Dad say to Tony 2.Task 1: Listen and fill in the blanks to get the answers to the questions of Guessing. (P72 A3) (截取课文一头一尾两段音频再合并成一段录音材料: Line 1-5; Line 15-23) Tony wants to ______ Dad’s camera.1.Tony would like to____________________on the school visit to_______________. They’ll be_____________on the school website. And they___________________ on the Internet by other classes, even people_____________________________.2.Tony must promise Dad that he’ll________________________it.
3.Free talk: Compare people’s lives in the past without the Internet with the lives nowadays with the invention of the Internet. 4.Task 2: Listen and compare with a mind map to get the information of people’s lives. (P72 A3) (截取课文中间一段音频材料: Line 6-14) 5.Reading practice: Read aloud the dialogue, and then point out the key structure & key expressions. [设计意图]: 1.此环节是学生输入环节，老师先对整篇文章的相关内容进行加工、整合，然后让学生通过完成Task 1 & 2两个听力活动达到教学目的。一来通过听表格的形式锻炼学生有效听取关键信息的能力；二来通过听填思维导图的方式让学生进一步了解篇章的结构和布局。 2. Task 1听表格活动主要是为了了解文章的主旨大意；在听之前，特意让学生根据三张图片预测文章内容，激发学生的好奇心和想象力。 3. Task 2听填思维导图活动主要是让学生捕捉关键信息，加强学生对课文细节的理解，了解人们的生活随着Internet的发明有哪些变化。在听之前，让学生free talk先口头描述人们生活的变化，然后再通过思维导图的信息整合，让学生更容易理解文章内容，对文章的结构更加清晰明了。 4.两个听力活动结束后，学生对文章有了初步的了解，再通过朗读环节，让学生进一步加深对整篇文章内容的理解。 Step 5: Post-listening 1.Analyse the dialogue about how to introduce an invention with its functions, changes and comments. 2.Summarize some key patterns to introduce an invention with a mind map. 3.Task 3: Work in groups and introduce the four given inventions with the key patterns. ①Flying car--less traffic jams ②Magic door--go anywhere ③Memory bread--remember everything ④Robot 4.Task 4: Work in groups and describe a new invention with a short passage in order to be a great Maker(创客小达人). Our new invention Hello, everyone, we are Group____. Today, we’d like to introduce our new invention to you. It’s called_____________. It will be used to_______________________________________________ With the invention, people can_____________________________________________________________ We hope our life ’ll___________________________________________________________________
5.Thinking & discussing: ①With the development of electronic technology, what will people’s lives be like in the future (where--what--how) ②Do you think the invention of electronic technology is good or bad for people’s lives Why (the quality of life) [设计意图]: 1.此环节是学生输出环节，老师首先呈现课文里一些与Internet这个发明相关的句子，然后让学生归纳这 些句子分别从哪三个方面来描述这个发明，锻炼学生的归纳总结能力。 2.用直观易懂的思维导图方式呈现“如何描述一个发明”，引导学生从Functions, Changes & Comments三 个方面说出一些基本的表达句型，为接下来的Task 3搭建脚手架。 3.Task 3产出活动，结合思维导图的基本表达句型，以小组合作方式描述已给出的四个发明，快速检验学生的输入效果。 4.Task 4让学生回归到最初的单元任务Unit task，以小组合作方式介绍小组的发明创造争做“创客小达人”，进一步激发学生的想象力，活动能体现学生的整体语言思维和运用水平。同时，老师给出一个输出模板，让学生在介绍发明创造时思路更清晰。 5.思考和讨论环节，主要是针对人们未来生活的样子和电子产品的发明对人们生活到底是有利还是有弊两个话题进行思考与讨论，引导学生对未来美好生活的憧憬，同时也帮助学生树立正确的人生观和价值观。 Step 6: Homework 1.Write a short passage about an invention, and describe how it has changed people’s lives. 2.Interview one of your classmates about his/her favourite invention and the reasons. [设计意图]: 1.通过写一篇介绍发明的小短文，让学生把课堂上输入的知识进行内化加工，锻炼笔头输出能力。 2.通过采访同学，谈谈他/她最喜欢的发明及原因，有效锻炼口头表达能力。
教学评价
Finish the self-evaluation form. Items (Check √ the things you can do)GreatNot BadTry HarderI can get all the answers while listening.I can describe an invention.I can use Future Passive Voice correctly.
教学流程框架图
教学板书设计
Module 9 Unit 1 Will computers be used more than books in the future will be + done 将被… Unit task: In order to be a great Maker(创客小达人) 1.What do you want to invent 2.How will people’s lives be changed by your invention It’s used to… …are kept… …can be sent by email. …was changed by computers. …will be put up… …can be seen… Will…be used… …can be fixed. They can be used to…