九年級英語Unit9SectionA第一

1、 九年級英語Unit 9 Section A 第一課時課題名稱：九年級英語教學課例 Unit 9: When was it invented? (Section A)教材版本：人教版新課標中學英語一 教學分析1 學情分析我們都知道，在日常生活中以及我們的周圍有許許多多對人們非常有用的發(fā)明，從而使我們的生活越來越好，但是有些發(fā)明會給人類帶來煩惱和災難，通過本節(jié)課的學習，學生會根據(jù)在日常生活中遇到的困難，發(fā)輝想象力和創(chuàng)造力，為自己和他人設計一項發(fā)明來解決自己所遇到的困難。2 內(nèi)容分析本節(jié)課是人教版（新目標）九年級英語第九單元第一課時的內(nèi)容。以“發(fā)明”為話題，學生展示自己身邊最有用的發(fā)明，并介紹發(fā)明

2、者，何時發(fā)明的，有何用途等等。學會運用“Whats the most useful invention? Who invented it? When was it invented? What is it used for? The most invention is - It was invented in - by - And it is used for - ”這些句型，并會用它們通過身邊的發(fā)明進行對話。3. 教學目標I. 學會談論重要發(fā)明的歷史及用途，并針對各項發(fā)明的用處及特點，發(fā)表自己的看法，并說明理由，本課時的重點在于對學生進行聽力及口語交際能力的訓練；II. 學習被動語態(tài)，要求學

3、生掌握被動語態(tài)的構成：be + 及物動詞的過去分詞.并會利用對日常生活中的發(fā)明進行問答；III. 開闊學生的思維，培養(yǎng)學生的創(chuàng)造性精神，展開豐富的想象，談談他們自己的創(chuàng)造。4. 教學重點：詞匯：invent, slipper, light bulb, scoop, heel, calculator, be used for,句型： Who invented ? Sb. invented When was it invented? It was invented in What is it used for? It is used for 5. 教學難點： 被動語態(tài)以及運用有關被動語態(tài)的句型進行

4、問與答6. 教學方法： 任務型語言教學二. 教學流程 Step 1 Warming up Divide the class into five groups. Ask students to list five inventions from the classroom or their schoolbags, then talk about the use of each invention.設計思路：這樣既能激發(fā)學生的學習興趣，又能活躍氣氛。能使學生盡快地融入到英語課堂學習的氛圍中來。Step 2 Lead in Show real things or write down some wo

5、rds and ask students to be familiar with the rmation in the chart of 2a. Read the headings invention, Who was it invented by? and What is it used for? Then ask them to read the information under each heading. Let students listen to the tape again and write the answers that they heard. And

6、check the answers. Telephone, calculator, car, computer, TV set, alarm clock, microwave oven, electric slippers. Then let them read the words together, and ask them “which one do you think is the oldest? Which one is the newest?” And when was it invented? Give them a few minutes to talk about the da

7、tes of the inventions, remind them to the inventions from first (number 1) to last (number 5). 設計思路：復習舊單詞，學習新單詞和引出含有被動語態(tài)的句型，為下面的內(nèi)容作鋪墊。Step 3 Listening 1b. Read the instructions to the class. Point to the five items in the picture and ask a student to name them. Then point to the dates with a blank l

8、ine in front of each.Play the recording the first time, let students listen carefully. Then play it again, now let them check the answers to 1a and 1b that they have filled. 設計思路： 訓練學生的聽力，培養(yǎng)學生認真聽的好習慣，為接下來的對話作準備。Step 4 Pairwork According to the listening in 1b, let them talk about the dates when the

9、things were invented with a partner. Point out the sample conversation in the box, Ask two students to have a conversation, then. Let different students work in pairs. 設計思路： 鍛煉學生的口語表達能力。Step 5 ListeningAsk students to read the instructions and introduce new vocabulary about inventions to them. Next

10、let students listen to the tape and write the answers that they heard. Then point to the 設計思路： 沒有把1b和2a,2b的聽力放一起，主要是擔心他們聽覺疲勞，影響聽力效果，這樣更能集中學生的注意力，效果更佳。Sep 6 Work in groups Point to the sample conversation in the box. Ask two students to read the conversation to the class. Then let them practice it in

11、 pair. Finally ask them to make their own conversations with the information in below chart.InventionsWhoWhenBe used forPaperLight bulbcomputerFrench friesAsk students to use the following sentences to have conversations with their partners.S1: Who was invented by? S2: was invented by S1: When was i

12、nvented? S2: was invented in S1: What is used for? S2: is used for S1: What do you think is the most interesting or boring invention?S2: I think S1: Why is that? S2: Because 設計思路： 學生按小組的進行對話比賽，讓他們感受團隊精神，檢查一下本節(jié)課的教學效果。三 板書設計 Unit 9 When was it invented?New wards: invent, calculator, be used for, scoop

13、, adjustable, heel, batter, operate, slipper, light bulb.Who invented it? Sb. Invented it.When was it invented? It was invented in1988.What was it used for? It was used for seeing in the dark.四 Homework 讓學生根據(jù)自己在日常生活中遇到的困難，發(fā)揮想象力和創(chuàng)造力，為自己和他人設計一項發(fā)明來解決所遇到的困難。下節(jié)課帶來用本節(jié)課學的知識向同學們介紹你的發(fā)明。五 教學評價本節(jié)課以教材為載體，以 “inv

14、entions” 為話題，合理利用并開發(fā)課程資源，為了更好的貼近實際和生活提供力豐富的資源。1. 在這節(jié)課的教學環(huán)節(jié)設計上，從學生在教室內(nèi)尋找發(fā)明，符合新課標的主體性原則，讓學生自由組合成幾個小組，體現(xiàn)了靈活開放性的課堂。2. 以小組的形式進行教學活動，促進學生互相學習和互相幫助的合作精神?；钴S了課堂氣氛，調(diào)動學生的積極主動性，并與本節(jié)任務型的課緊密相連，大大地提高了學生的學習效率，完成教學任務，感受成功。3. 在課堂上通過聽說的訓練，實現(xiàn)了師生互動，學生互動，整個教學環(huán)節(jié)，體現(xiàn)了以學生為主體的教學。六自我反思 在這節(jié)課中，我采用了情景教學，讓學生自主學習和合作學習。在新授單詞時與日常生活中的實物相結合，讓學生更好地理解單詞的含義和記憶。本節(jié)課的一個亮點就是利用實物進行教學，大部分學生都懂而且也會說，整個課堂氣氛相當活躍，從而學生的積極主動性也就調(diào)動起來了。學生的熱情很高，效果也很好。我把被動語態(tài)放在1a部分講解，主要是為作準備，因為在這幾部分中都是圍繞被動語態(tài)展開聽力訓練和對話操練的。所以我覺得放在這里講解是很有必要的。本節(jié)課的內(nèi)容不是很多，感覺比較好，為以后更好地教學，本人以下幾點經(jīng)驗：1. 注重實踐，把知識和生活緊密相連。本節(jié)課我注重學生實際運用語言和聽力能力的培養(yǎng)，根據(jù)聽力的內(nèi)容，利用身邊的發(fā)明進行對話，主要是讓學生把課本的知識變成自己的。2.