Unit 9 When was it invented的教學設計

Unit 9 When was it invented的教學設計

一．教材分析

1．教材的地位和作用

本説課是九年級《g fr it》第九單元“When was it invented?”本單元涉及內容是本書當中比較重要的一部分。被動語態結構及運用是教學中一個難點和重點，也是學生比較不容易理解的部分，因為它是建立在各種時態之上的。

另外通過對我們熟悉經常使用的發明物的歷史來開闊眼界，豐富學生的閲歷，使學生養成勤于思考，善於總結的好習慣。

2．教學目標

1）知識目標 擴容新單詞，提高閲讀能力。理解和良好運用被動語態。

2）技能目標 能談論重要發明的歷史及用途，能針對各項發明的用處及特點，發表自己的看法，並説明理由。

3）情感目標 使學生懂得人類的科學發明創造了豐富的物質文明。培養學生的創造發明的能力和願望

3．教學重點 掌握一般過去時的被動語態

4．教學難點 弄清主動語態與被動語態的差異，通過練習和運用加以鞏固

二．學情分析

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。本單元通過多媒體和教師親和力的語言，增強興趣和注意力。

2．初中生的學習心理特點

1）興趣 對英語普遍感興趣，求知慾盛。

2）記憶 對刺激記憶手段多的知識記憶深刻，遵從記憶規律。

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。因此在本課教學過程中，注意採用任務型教學為主，通過任務和不同的評價方式，提高學生參與意識。

3．初三上學期學生有較明確的學習動機和態度。本單元通過發明為載體，各種發明和發明家激勵學生求知的慾望。

三．教法滲透

1、教學設計思路與教材處理：

《新目標英語》中的具體語言目標是通過各種各樣的Tass來實現的；學生需要運用具體而特定的行動來完成一定的交際任務。整個教學過程中，各種語言結構與語言功能與不同的學習任務有機的結合。任務活動所謀求的效果不是一種機械的語言訓練，而是側重在執行任務中學生自我完成任務的能力和策略的培養；重視形式在完成任務過程中的參與和在交流活動中所獲得的經驗。因此本節課我將始終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得和積累相應的學習經驗，讓學生在用中學，在學中用。

2、教學原則

l 活動性原則 提倡學生主動參與，體驗，交流，合作，探究等多種學習。

l 合作性原則 以學生為主體，師生合作，生生合作，體現教與學的互動，交往。

l 任務型原則 任務驅動—激發動機；任務完成—激勵學習積極性；執行任務—培養責任 心和合作精神。

l 情感性原則 激發學生學習英語的興趣和始終保持良好的學習情緒。

3、教法運用：

本單元主要採用任務型教學

在本課的任務型語言教學中，我將依據課程的總體目標並結合教學內容，創造性地設計貼近學生生活實際的任務活動，吸引和組織他們積極參與，使學生通過觀察、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、掌握語言的應用。

4．教學手段

1） 多媒體輔助：使用自制的，使抽象的語言變得直觀，為學生運用英語進行交際創設情景，實現師生互動，生生互動和人機互動的多向交流。

2）非測試性評價：傳統的評價觀念的出發點是學科本位，只重學科，不重學生髮展。 要體現新課程標準的實施效果，評價體系應該“正確反映外語學習的本質和過程，滿足學生髮展的需要”。為了達到這一目標，唯有重視形成性評價，充分發揮其積極作用，促進新的評價體系的形成。因此，本課我將各種活動設計成小組活動並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，幫助學生學會自主學習，學會與人合作，培養創新意識以及具備科學的價值觀。

四、學法指導

新制定的《英語課程標準》把“培養學生學習英語的興趣，樹立自信心，培養良好學習習慣和形成有效策略，發展自主學習和合作精神”放在了首位。依據課改的精神，我從以下幾個方面對學生進行學法指導。

1、學習方法的指導

培養學生觀察力，想象力，記憶力以及思維能力。用生動的調動學生的感官進行聽説讀寫的訓練。

2、學習積極性的調動

我在教學過程中創造一種開放的，和諧的，積極互動的語言氛圍，把課堂變成有聲有色的舞台，讓學生在樂中學。

3、學習能力的培養

通過連貫的聽説讀寫，遊戲，競賽等，培養學生的交際能力，發展他們的思維能力。

4、學習策略的指導

本節課將在課堂活動中把學生分成四人小組的學習小組，讓他們圍繞着課堂任務分工合作，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，發展他們的能力。創建開放式，探究式的課堂，有意識滲透學習策略的訓練。我讓學生觀察畫面，回答問題，讓學生學會使用認知策略；讓學生表演對話，實現交際策略；引導學生交際，主動練習和實踐，是調控策略的體現。充分利用多媒體，錄音，卡片等是資源策略。

五.教學效果預測；

1．能夠掌握被動語態，並運用到一定的語言環境。

2．通過多媒體和任務的完成學生會突破難點，產生一定創造精神。

3．能完成教學目標，調動學生學習熱情。

六．課堂教學過程：

Ⅵ．Teaching Prcedures

Step Ⅰ Lead-in (2 inutes)

We have inventins everwhere ntins ae us live easil and happil. Withut inventins,ur lives will be uch re difficult. Tda, we will nw abut a few inventins and tal abut the histr f the.

Shw the pictures f five inventins n the screen: a car,a Tv set, a telephne, a calculatr and a cputer.

T:Nw l at these are the?In what rder d u thin the were invented? Nuber the(1-5) (1=first,5=last)

Vlunteers reprt the answes.

S1:I thin the calculatr was invented befre the cputer.

S2:Idn’t thin s. I thin the calculatr was invented after the cputer.

Step Ⅱ 1a

This activit reviews vcabular and intrduces new vcabular which can be used t tal abut inventins.

Read the inventins t the students.

Call the students' attentin t the five pictures. Tell the students that all f these things were invented in the last 150 ears. Pint t each picture and let the students tell what it is.

Write the naes f the five inventins n the blacbard.

cputer, car, calculatr, telephne, TV set

Have several different students guess and write the dates n the bard.

As the class t repeat the questins and answers lie this.

T: When was the cputer invented? Class repeat.

Ss: When was the cputer invented?

T: Gd. Nw T, what is ur guess?

S1: 1965.

T: O. T, repeat after e. The cputer was invented in 1965.

T: Class, please repeat.

Ss: The cputer was invented in 1965.

Repeat the prcess with several different inventins.

Tell the children that the will find ut the real dates after the cplete the lessn.

After that, as the students the questins belw:

Questins:

1．Which ne d u thin is the ldest?

2．Which ne is the newest?

3．Which ne d u thin is the ldest r the first inventin?

4．Which ne is the newest r last inventin?

As different students t answer the questins.

Have the students l at the exaple cnversatin in the bx. As tw students t read this cnversatin t the class.

A: I thin the telephne was invented befre the car.

B. Well, I thin the telephne was invented after the car.

Read the instructins again t the students. Reind the t reeber the inventins fr first t last.

Then have the students tal abut the five inventins in grups f fur, using the saple cnversatin as a del.

As several grups t tell the class their answers. The rest f the class listen t the and shw the have different answers b raising their hands.

In the next activit u will find ut the real dates.

Step Ⅲ 1b

This activit gives students practice in understanding the target language in spen cnversatin.

Get the whle class t read the instructin tgether.

Call the students' attentin t the five inventins in the picture. As five students t sa the naes f the.

Then as the t see the five dates with a blan line in frnt f each.

We'll listen t a girl and a wan taling abut the five inventins. The will tal abut when the were invented. Listen carefull and atch the inventins and the dates. Write the crrect letter in frnt f each date as the saple given. As the t have a l at the saple answer. Tell the the answer in frnt f 1876 is d. That eans that the telephne, which is letter d, was invented in 1876. Pla the recrding the first tie. The students nl listen and tr t catch the ain idea.

Pla the recrding a secnd tie. Let the students atch the inventins and the dates. Chec the answers b asing several t sa the answers t the class.

If se f the answers are hard t get fr the children, tell the nt t wrr and the will ae it next.

Then pla the recrding again. Pause after each sentence and let the students repeat. Fr se difficult sentences, get the students t repeat several ties. Be sure that the ae everthing clear.

Answers

d 1876 a 1885 e 1927 c 1971 b 1976

Step Ⅳ 1c

This activit prvides guided ral practice using the target language.

Read the instructins and pint t the list f dates in Activit 1b.

u will be taling abut the dates things were invented with a partner.

Call the students' attentin t the exaple in the bx. As a pair f the students t read this cnversatin t the class.

SA: When was the telephne invented?

SB: I thin it was invented in 1876.

Write the cnversatin n the blacbard. Then get the students t practice in pairs, using the infratin in Activit 1b. Tell the t d it lie this:

Student A, cvers the dates. Students B, ass Student A when the things in the picture abve were invented. Then change rles and practice again.

As several pairs t share their cnversatins with the class.

Step Ⅴ Suar

In this class, we've learned t tal abut the histr f inventins with passive vice. We've als dne se listening practice in understanding the target language in spen cnversatin. And we've dne uch ral practice, using the target language.

Step Ⅵ Hewr

1．Write ut tw cnversatins in Activit 1a.

2．Write ut tw cnversatins in Activit 1 c.

Step Ⅶ Blacbard Design

Unit 9 When was it invented?

Sectin A

The First Perid

1．The naes f the five inventins:

cputer, car, calculatr, telephne, TV set

2．Target language:

A: When was the telephne invented?

B: I thin it was invented in 1876.