Unit9Whenwasitinvented說課稿

1、學(xué)習(xí)必備歡迎下載Unit 9 When was it invented?說課稿The First Period教學(xué)內(nèi)容：新目標九年級Unit 9 When was it invented?第一課時一. 教材分析1. 教材的地位和作用本說課是九年級 go for it 第九單元 “When was it invented? ” 本單元涉及內(nèi)容是本書當中比較重要的一部分。被動語態(tài)結(jié)構(gòu)及運用是教學(xué)中一個難點和重點，也是學(xué)生比較不容易理解的部分，因為它是建立在各種時態(tài)之上的。另外通過對我們熟悉經(jīng)常使用的發(fā)明物的歷史來開闊眼界，豐富學(xué)生的閱歷，使學(xué)生養(yǎng)成勤于思考，善于總結(jié)的好習(xí)慣。2. 教學(xué)目標1) 知

2、識目標 擴容新單詞，提高閱讀能力。理解和良好運用被動語態(tài)。2) 技能目標 能談?wù)撝匾l(fā)明的歷史及用途， 能針對各項發(fā)明的用處及特點， 發(fā)表自己的看法， 并說明理由。3) 情感目標 使學(xué)生懂得人類的科學(xué)發(fā)明創(chuàng)造了豐富的物質(zhì)文明。培養(yǎng)學(xué)生的創(chuàng)造發(fā)明的能力和愿望3. 教學(xué)重點 掌握一般過去時的被動語態(tài)4. 教學(xué)難點 弄清主動語態(tài)與被動語態(tài)的差異，通過練習(xí)和運用加以鞏固二. 學(xué)情分析1. 初中生的抽象能力較低，形象思維能力強。但注意力容易分散。本單元通過多媒體課件和教師親和力的語言，增強興趣和注意力。2. 初中生的學(xué)習(xí)心理特點1) 興趣 對英語普遍感興趣，求知欲盛。2) 記憶 對刺激記憶手段多的知識記

3、憶深刻，遵從記憶規(guī)律。3) 評價 主要通過他人評價初步形成對自己的評價，所以很在乎他人的評價。同時自我意識不斷增強。因此在本課教學(xué)過程中，注意采用任務(wù)型教學(xué)為主，通過任務(wù)和不同的評價方式，提高學(xué)生參與意識。3. 初三上學(xué)期學(xué)生有較明確的學(xué)習(xí)動機和態(tài)度。本單元通過發(fā)明為載體，各種發(fā)明和發(fā)明家激勵學(xué)生求知的欲望。三. 教法滲透1 、教學(xué)設(shè)計思路與教材處理：新目標英語中的具體語言目標是通過各種各樣的Tasks 來實現(xiàn)的 ; 學(xué)生需要運用具體而特定的行動來完成一定的交際任務(wù)。整個教學(xué)過程中，各種語言結(jié)構(gòu)與語言功能與不同的學(xué)習(xí)任務(wù)有機的結(jié)合。任務(wù)活動所謀求的效果不是一種機械的語言訓(xùn)練，而是側(cè)重在執(zhí)行任務(wù)

4、中學(xué)生自我完成任務(wù)的能力和策略的培養(yǎng) ; 重視形式在完成任務(wù)過程中的參與和在交流活動中所獲得的經(jīng)驗。因此本節(jié)課我將始終引導(dǎo)學(xué)生通過完成具體的任務(wù)活動來學(xué)習(xí)語言，讓學(xué)生為了特定的學(xué)習(xí)目的去實施特定的語言行動，通過完成特定的交際任務(wù)來獲得和積累相應(yīng)的學(xué)習(xí)經(jīng)驗，讓學(xué)生在用中學(xué)，在學(xué)中用。2 、教學(xué)原則l活動性原則提倡學(xué)生主動參與，體驗，交流，合作，探究等多種學(xué)習(xí)。l合作性原則以學(xué)生為主體，師生合作，生生合作，體現(xiàn)教與學(xué)的互動，交往。l任務(wù)型原則任務(wù)驅(qū)動 激發(fā)動機 ; 任務(wù)完成 激勵學(xué)習(xí)積極性 ; 執(zhí)行任務(wù) 培養(yǎng)責任心和合作精神。l 情感性原則激發(fā)學(xué)生學(xué)習(xí)英語的興趣和始終保持良好的學(xué)習(xí)情緒。3 、教法

5、運用：本單元主要采用任務(wù)型教學(xué)在本課的任務(wù)型語言教學(xué)中，我將依據(jù)課程的總體目標并結(jié)合教學(xué)內(nèi)容，創(chuàng)造性地設(shè)計貼近學(xué)生生活學(xué)習(xí)必備歡迎下載實際的任務(wù)活動，吸引和組織他們積極參與，使學(xué)生通過觀察、思考、討論、交流和合作等方式，在一種自然、真實或模擬真實的情境中體會語言、掌握語言的應(yīng)用。4. 教學(xué)手段1) 多媒體輔助：使用自制的課件，使抽象的語言變得直觀，為學(xué)生運用英語進行交際創(chuàng)設(shè)情景，實現(xiàn)師生互動，生生互動和人機互動的多向交流。2) 非測試性評價：傳統(tǒng)的評價觀念的出發(fā)點是學(xué)科本位，只重學(xué)科，不重學(xué)生發(fā)展。要體現(xiàn)新課程標準的實施效果，評價體系應(yīng)該“正確反映外語學(xué)習(xí)的本質(zhì)和過程，滿足學(xué)生發(fā)展的需要”。為

6、了達到這一目標，唯有重視形成性評價，充分發(fā)揮其積極作用，促進新的評價體系的形成。因此，本課我將各種活動設(shè)計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學(xué)生學(xué)會自主學(xué)習(xí)，學(xué)會與人合作，培養(yǎng)創(chuàng)新意識以及具備科學(xué)的價值觀。四、學(xué)法指導(dǎo)新制定的英語課程標準把 “培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，樹立自信心，培養(yǎng)良好學(xué)習(xí)習(xí)慣和形成有效策略，發(fā)展自主學(xué)習(xí)和合作精神 ”放在了首位。依據(jù)課改的精神，我從以下幾個方面對學(xué)生進行學(xué)法指導(dǎo)。1 、學(xué)習(xí)方法的指導(dǎo)培養(yǎng)學(xué)生觀察力，想象力， 記憶力以及思維能力。用生動的課件調(diào)動學(xué)生的感官進行聽說讀寫的訓(xùn)練。2 、學(xué)習(xí)積極性的調(diào)動我在教學(xué)過程中創(chuàng)造一種開放的，

7、和諧的，積極互動的語言氛圍，把課堂變成有聲有色的舞臺，讓學(xué)生在樂中學(xué)。3 、學(xué)習(xí)能力的培養(yǎng)通過連貫的聽說讀寫，游戲，競賽等，培養(yǎng)學(xué)生的交際能力，發(fā)展他們的思維能力。4 、學(xué)習(xí)策略的指導(dǎo)本節(jié)課將在課堂活動中把學(xué)生分成四人小組的學(xué)習(xí)小組，讓他們圍繞著課堂任務(wù)分工合作，在活動中相互探討、相互交流、相互合作，從而獲得知識、技能和情感體驗，發(fā)展他們的能力。創(chuàng)建開放式，探究式的課堂，有意識滲透學(xué)習(xí)策略的訓(xùn)練。我讓學(xué)生觀察課件畫面，回答問題，讓學(xué)生學(xué)會使用認知策略;讓學(xué)生表演對話，實現(xiàn)交際策略 ; 引導(dǎo)學(xué)生交際，主動練習(xí)和實踐，是調(diào)控策略的體現(xiàn)。充分利用多媒體，錄音，卡片等是資源策略。五. 教學(xué)效果預(yù)測 ;

8、1. 能夠掌握被動語態(tài)，并運用到一定的語言環(huán)境。2. 通過多媒體和任務(wù)的完成學(xué)生會突破難點，產(chǎn)生一定創(chuàng)造精神。3. 能完成教學(xué)目標，調(diào)動學(xué)生學(xué)習(xí)熱情。六. 課堂教學(xué)過程： .Teaching Procedures Step Lead-in (2 minutes)We have inventions everywhere .Inventions make us live easily and happily. Withoutinventions,our lives will be much more difficult. Today, we will know about a few inven

9、tions and talk about the history of them.Show the pictures of five inventions on the screen: a car,a Tv set, a telephone, a calculator and a computer.T:Now look at these things.What are they?In what order do you think they were invented?Number them(1-5) (1=first,5=last)Volunteers report the answes.S

10、1:I think the calculator was invented before the computer.S2:Idon t think so. I think the calculator was invented after the computer.Step 1a學(xué)習(xí)必備歡迎下載This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions.Read the inventions to the students.Call the s

11、tudents' attention to the five pictures. Tell the students that all of these things were invented in the last 150 years. Point to each picture and let the students tell what it is.Write the names of the five inventions on the puter, car , calculator, telephone, TV setHave several d

12、ifferent students guess and write the dates on the board.Ask the class to repeat the questions and answers like this.T: When was the computer invented? Class repeat. Ss: When was the computer invented?T: Good. Now Tom, what is your guess? S1: 1965.T: OK. Tom, repeat after me. The computer was invent

13、ed in 1965.T: Class, please repeat.Ss: The computer was invented in 1965.1.Which one do you think is the oldest?2.Which one is the newest?3.Which one do you think is the oldest or the first invention?4.Which one is the newest or last invention?Ask different students to answer the questions.Have the

14、students look at the example conversation in the box. Ask two students to readthis conversation to the class.A: I think the telephone was invented before the car.B. Well, I think the telephone was invented after the car.Read the instructions again to the students. Remind them to remember the inventi

15、onsfrom first to last.Then have the students talk about the five inventions in groups of four, using the sampleconversation as a model.Ask several groups to tell the class their answers. The rest of the class listen to them andshow they have different answers by raising their hands.In the next activ

16、ity you will find out the real dates.Step 1bThisactivitygivesstudentspracticeinunderstandingthetargetconversation.Get the whole class to read the instruction together.languageinspokenCall the students' attention to the five inventions in the picture. Ask five students to say the names of them.Th

17、en ask them to see the five dates with a blank line in front of each.學(xué)習(xí)必備歡迎下載We'll listen to a girl and a woman talking about the five inventions. They will talk about when they were invented. Listen carefully and match the inventions and the dates. Write the correct letter in front of each date

18、 as the sample given. Ask them to have a look at the sampleanswer . Tell them the answer in front of 1876 is d. That means that the telephone, which is letter d, was invented in 1876. Play the recording the first time. The students only listen and try to catch the main idea.Play the recording a seco

19、nd time. Let the students match the inventions and the dates.Check the answers by asking several to say the answers to the class.If some of the answers are hard to get for the children, tell them not to worry and they willmake it next.Then play the recording again. Pause after each sentence and let

20、the students repeat. Forsome difficult sentences, get the students to repeat several times. Be sure that they makeeverything clear.Answersd 1876 a 1885 e 1927 c 1971 b 1976Step 1cThis activity provides guided oral practice using the target language.Read the instructions and point to the list of date

21、s in Activity 1b.You will be talking about the dates things were invented with a partner.Call the students' attention to the example in the box. Ask a pair of the students to readthis conversation to the class.SA: When was the telephone invented?SB: I think it was invented in 1876.Write the conversation on the blackboard. Then get the students topractice in pairs,using the information in Activity 1b. Tell them to do it like this:Student A, covers the dates. Students B, asks Student A when the things in the pictureabov