Unit 4 Topic 1 When was it invented？ Section C 教案

1189990011049000 Unit 4??Topic 1 When was it invented?Section C
教学设计及反思
一、教材分析
仁爱版九年级Unit 4围绕科技的话题展开，?Topic 1以发明为主线展开，Section A和Section B谈论发明物的基本信息，重点突出be made of /from的口头练习。Section C为阅读课，描述发明的过程，Section D在复习的同时，出示关于GPS的阅读材料。本单元的语法重点为被动语态。
二、教学目标与重难点的确立依据
1.基于课型：本节课为阅读课，所以总体上遵循扫除生词障碍，速读精读相结合，最后落实到写的基本步骤。
2.基于学情：学生在识记单词的过程中，表现吃力；部分学生的被动语态运用不熟练；学生独立作文能力差。
Teaching aims:
1.?????New words:
Invention?list?crayon?thought silly brainstorm evaluate detailed redesign?imagination?balloon?gun?robot?keyboard
2.?????Talk about inventions and inventors with passive voice
3.?????Read a passage about the process of an invention.
4. Learn to shorten and rewrite a passage.
Teaching emphasis:
Rewrite a passage in different ways
Teaching steps:
Step 1: Revision
Look at the pictures and talk about the inventions with passive voice like this:
The light bulb?was invented?by Thomas Edison.
（设计意图：既复习被动语态，又引出发明的话题）
Step 2 :Leading in
Look at the inventions, discuss the following questions:
1.?????What’s an invention?
2.?????Can you list more inventions?
3.?????what do you think are the top 3 most/least important inventions? why?
4.?????Do you think you can be an inventor? Why?
（设计意图：引导学生归纳发明的定义，引起学生主动探究的欲望）
Step 3 :Fast reading
1.?????read the first paragraph quickly, try to find the topic sentence.
2.?????read the following paragraphs, do 1b.
3.?????try to get the main idea of this text: What’s an invention and how to be an inventor.
4.?????give it a title: the process of an invention.
（设计意图：教会学生使用略读策略快速抓住文章大意，为输出环节做铺垫）
Step 4 :Reading in detail
1.?????read carefully and find the useful expressions below:
（1）出现，发生??（2）简单的步骤?（3）发明过程?（4）嘲笑?
（5）画一张详细的图纸??（6）和…分享???（7）制作一个模型
（8）一遍又一遍????（9）由…制成????（10）最不重要的发明
2.listen to the tape and repeat the answers above
3.read again and fill in the blanks on the screen
(1)Do you think you can be an?inventor?(invent)?
(2)An invention may be a new?product(produce) or a new way of doing things.
(3)Crayons?were made(make)in factories and?invented(invent) by someone.
(4)There are a few simple steps?to follow( follow) in the invention process.
(5)Many people said that?the Wright brothers?would?never?fly. (fly)
(6)?This is the time?to brainstorm(?brainstorm )for ideas and?to evaluate(?evaluate )them.
(7)It is said that it?was invented?(invent)by an Indian.
(8)If you add five?zeros(zero) after it for me,??I will be a rich man.
4.analyse the difficult sentences:
(1)List some inventions (that you know) and their inventors.
(2)But they weren’t discouraged by (what people said).
(3)See( if your invention works?as it is planned?).
(4)That’s (why now we have planes).
（设计意图：通过由浅至深，层层递进的任务链，深化学生对文章的理解与消化）
Step 5 :Writing
1.rewrite the first paragraph with the title :invention
key words: new product, new ways, come about, solve a problem, accidents, useful, properly.
2.write a passage: how to be an inventor
you may need these words: first ,second, third, then, next, after that, besides, finally, last, last but not least.
3.do 1c,compare yours with it
（设计意图：通过对比，让学生自检输出的成果）
Step 6 :Homework
Write a passage about your own invention
教学反思
一、不足之处：
1．本节英语课上我的讲解基本上还拘泥于教材的信息，而开放型的、能激发学生想象力与创造力和发散学生思维的课堂比例还较小。
2．学生英语听，说的能力相对较弱，授课采用较深的全英教学，同学们还不能适应。
3.学生虽然比较活跃，上课气氛积极，但个体与个体差别比较大。重难点句子分析讲得太深，没有照顾到整体。
二、收获和优点：
1．学生在本堂课中得到了较为充分的阅读速读方法指导和口头作文训练，而且面比较广。
2.能够根据学情，调整教材的授课顺序，并根据课堂读写主题进行了部分删减(1c)。
3.?基础知识的总结精炼，讲练结合。讲解突出重点，抓住关键，杜绝了那种不加选取的重复练习，有针对性。