Unit 6 When was it invented？ Section A（1a—2d）教学设计（表格式）

Unit 6 When was it invented?教 学 设 计
所用教科书书名
人教版新目标go for it
所教年级
九年级
所教册次、单元
全一册 Unit 6
设计主题
Section A (1a-2d) Listening and Speaking
1. 教学内容分析
本课是新目标英语九年级第6单元的第一课时，这是一节听说课教材以“When was it invented?”为话题。Section A 介绍了我们生活中的一些常见物品的发明历史，介绍它们被发明的时间，被什么人发明及其作用或发展等。从语言结构上学习一般过去时的被动语态。1a-1c是整个Section A 的基础。本部分输入了本单元的重要语言结构When was it invented? It was invented in ... 活动2a-2d 侧重听说互动，是对单元话题的深化和拓展。引出了Who was it invented by? It was invented by... What is/was it used for? It is/was used for... 学生通过听说活动，充分练习了被动语态的基本结构，同时也了解了更多发明的历史。
2. 学情分析
学生在上一单元对被动语态的一般现在时形式已经有了初步的认识，这为学习本单元内容打下了良好的基础。初三学生求知欲强，兴趣广，对于历史上的发明有一定的了解，对本单元的话题比较熟悉，便于话题的展开。
3. 教学目标分析
①知识目标
通过学习使学生掌握重点词汇及目标语言。
重点词汇：invent invention inventor
目标语言：
When?was?it?invented?
It?was?invented?in...?
Who?was?it?invented?by
It?was?invented?by ...
What was it used for?
It was used for...
②能力目标
帮助学生认识主动语态与被动语态的区别并能正确使用一般过去时的被动语态谈论发明历史。
③情感目标
通过学习使学生懂得科学发明改变了人类生活。
4. 教学重点、难点分析
①教学重点
询问发明的时间、发明人以及用途。
②教学难点
使用过去时态的被动语态谈论发明历史。
5. 教法设计和突破
任务型教学法、情景教学法，使学生自主学习与合作学习相结合，达到师生互动、生生互动的效果。
6. 教学过程设计
Unit 6 When was it invented?
Step 1: Lead-in
Show pictures of the four great inventions. Say“Today we are going to talk about inventions. Do you know what an invention is? These are the four great inventions in ancient China.“Show some pictures about modern inventions(computer, television, telephone and car). Tell students that all of the things were invented in the last 150 years. Point to each picture and let students tell what it is. Then write the names of the inventions.
Step2: Work on 1a
1.Ask students to think about the following questions: Can you guess which one of them was invented first? Which one of them was invented last? Was the TV invented before the car or after the car? Have the students look at the sample conversation in the box. Ask two students to read this conversation to the class.
A: I think the TV was invented before the car.
B: Well, I think the TV was invented after the car.
Help the students to discuss in groups like this:
A: I think the TV was invented before the car.
B: Well, I think the TV was invented after the car.
C: I think the telephone was invented in 1876.
D: I think it was invented...
Ask ?several ?groups to tell the?class?their?answers. Call the students' attention?to?the?
pictures. Have students?guess?and?write?the?dates?on?the?blackboard. Ask the?class?to?repeat?
the?questions?and?answers?like?this
T:?When?was?the?computer?invented??
SI:?1971.
T:?OK.?The?computer?was?invented?in?1971.
Repeat?the?process?with?other?inventions
(设计意图:先通过让学生猜测发明的先后顺序,激发学生的好奇心和求知欲,同时引出句型?I?think?it?was?invented before/after为后面的学习做知识和语言的铺垫。)
Step?3:?Listen?to?1b
Call?the?students'?attention?to?the?inventions?in?the picture.
Ask?four?students?to?say?the?names?of?them.
Then ask?them?to?see?the?dates?with?a?blank?line?in?front?of?each. Read?the?dates?together.
Then?say?"we'll?listen?to?a?conversation?between?a?girl and?a?lady.?What?are?they?talking about?"(Inventions?and years)
?In?the?conversation?they?will?talk?about?when?these things?were?invented.?
Listen?carefully?and?match?the?inventions?with?the?years.?Write?the?correct?letter?in?front?of?each date?as?the?sample?given.?
Ask?students?to?have?a?look?at?the sample?answer.?Play?the?recording?the?first?time. The
students?only?listen?and?try?to?catch?the?main?idea.?Play?the
recording?a?second?time.?Let?the?students?match?the?inventions?with?the years
3.?Check?the?answers.?Help?students?to?answer?like?this The?telephone?was?invented?in?1876.?
4.?Listen?again?and?answer?the?following?questions:Did?grandma's?family?have?a?car?
Did?grandma?have?a?telephone?
Did grandma's?family?have?a?TV??Why??/Why?not?Why?didn't?she?have?a?personal?computer?
Can?you?guess?when?grandma?was?born?
5.?Then?play?the?recording?again.?Pause?after?each?sentence?and?let?students?repeat
(设计意图:通过听的方式输入功能句型,让学生在听的活动中感知目标语言。听前鼓励学生利用图片及说明大胆预测听力内容。听后通过设问,帮助学生加深对文本的理解。跟读对话练习说地道的英语)
Step?4:?Work?on?1c
Read?the instructions?and?point?to?the?list?of?dates?in?Activity?1b.?
You?will?be?talking?about?the?dates?that?things?were invented?with?a?partner.?Call?the?students' attention?to?the example?in?the?box.?Ask?a?pair?of?the?students?to?read?this conversation?to?the?class
S1:?When?was?the?telephone?invented?
S2:?I?think?it?was?invented?in?1876Then?get?the?students?to?practice?in?pairs,?using?the?information?in?Activity?1bseveral?pairs?to?snare?their?conversations?with?the class
(设计意图:利用听力内容给学生提供开口表达的机会,使学生进一步理解并运用目标语言。)
Step?5:?Pairwork
Show?the?first?picture?and?ask?What?is this?called?in?English??
Help?students?to?answer?it's?called?a?TV.?Then?ask?the?questions?and?help?the?students?to?answer?like this
T:?When?was?it?invented?
S:?It?was?invented?in...?
T:?Who?was?it?invented?by
S:?It?was?invented?by
Show?other?pictures?to?let?students?make?up?similar?conversations
(设计意图:引出新的语言知识及新的功能句型Who was?it?invented?by?)
Step?6:?Work?on?2a-2b-2c
1.?Show?some?pictures?to?help?students?to?understand these?words:?heel,?scoop,?electricity
2.?Look?at?the?picture.What?can?you?see?in?the?picture?What?is?the?boy?doing? What?is?the?girl?doing? What?is?the?scoop?used?for?What?are?the?shoes?used?for?
3.?Listen?and?number?the?inventions?[1-3]?in?the?order you?hear?them Play?thee?recording the?first?time.?Students?only?listen.Then play?the?recording?again.?Check?the?answers?by?asking a?student?to?tell?the?answers.?The?answer?is?3,?1,?2
4.?These?are?interesting?inventions.?Who?are?they?invented?by??What?are?they?used?for??Please?listen?carefully?and fill?in?the?chart
5.?Listen?again?and?answer?the?following?questions:Which?is?Carol's?favorite?invention?What?is
?Carol?writing?about?for?her?English?home-work?Why?do?people?need?shoes?with?lights??Why?are shoes?with?lights?needed?by?people?How?do?people?change?the?style?of?the?shoes??(How is?the?style?of?the?shoes?changed
6.?Listen?and?repeat.?Play?the?recording?for?students?to listen?and?repeat
7.?Make?conversations?using?the?information?in?2b.?Make a?sample?conversation?like?this:
A:?What?are?they?used?for?
B:?they're?used?for?seeing?in?the?dark. Students?work?in?pairs?while?the?teacher?moves?around to?offer?help
(设计意图:听前利用图片介绍生词并引入核心句型。完成教材听力活动后,设计四个问题一方面帮助学生进一步理解听力材料,另一方面又给学生提供了练习本课功能句型的机会,最后的对子活动给学生提供口头表达的练习。)
Step?7:?Work?on?2d
?Show?a?picture?of?a?zipper.?Say?"What?is?this?" and teach?the?word?Zipper.?
Write?it?down?on?the?blackboard.?And ask "Where?can?you?see?a?zipper??" Collect?the?answers?and write?them?down.(pants,?trousers,?bags,?backpacks,?dressers,?shoes,?suitcase,?etc.)
Who?invented?the?zipper??(Who?was?the?zipper?invented?by??Read?the?conversation?and?find?out?the?answer.?If you?find?the?answer,?please?put?up?your?hands.
?Read?it?again?and?answer?the?following?questions:
Who?invented?the?zipper? When?was?the?zipper?invented? When?was?it?used?widely? Do?they?think?it?is?a?great?invention??Why?Check?the?answers?and?explain?the?language?points?at the?same?time?and?deal?with?the?problems?the?students?mayhave4.?Play?the?tape?for?students?to?listen?and?repeat.
5.?role-play?the?conversation?in?pairs.?Then?ask?some pairs?to?act?out?their?conversations.
(设计意图:首先通过设问使学生逐步理解文本,使学生充分熟悉内容,确保能够顺利完成角色扮演。)
7. 板书设计
Unit 6 When was it invented?
Period 1 Section A 1a-2d
The names of the inventions:
Computer, car telephone, TV
Target language
When?was?it?invented?
It?was?invented?in...?
Who?was?it?invented?by
It?was?invented?by ...
What was it used for?
It was used for...