When was it invented說(shuō)課稿7篇

When was it invented?第一課時(shí) 說(shuō)課稿

一．教材分析

1．教材的地位和作用

本說(shuō)課是九年級(jí)《go for it》第九單元“When was it invented?”本單元涉及內(nèi)容是本書(shū)當(dāng)中比較重要的一部分。被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)及運(yùn)用是教學(xué)中一個(gè)難點(diǎn)和重點(diǎn)，也是學(xué)生比較不容易理解的部分，因?yàn)樗墙⒃诟鞣N時(shí)態(tài)之上的。

另外通過(guò)對(duì)我們熟悉經(jīng)常使用的發(fā)明物的歷史來(lái)開(kāi)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(biāo)

1）知識(shí)目標(biāo) 擴(kuò)容新單詞，提高閱讀能力。理解和良好運(yùn)用被動(dòng)語(yǔ)態(tài)。

2）技能目標(biāo) 能談?wù)撝匾l(fā)明的歷史及用途，能針對(duì)各項(xiàng)發(fā)明的用處及特點(diǎn)，發(fā)表自己的看法，并說(shuō)明理由。

3）情感目標(biāo) 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(diǎn) 掌握一般過(guò)去時(shí)的被動(dòng)語(yǔ)態(tài)

4．教學(xué)難點(diǎn) 弄清主動(dòng)語(yǔ)態(tài)與被動(dòng)語(yǔ)態(tài)的差異，通過(guò)練習(xí)和運(yùn)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(qiáng)。但注意力容易分散。本單元通過(guò)多媒體課件和教師親和力的語(yǔ)言，增強(qiáng)興趣和注意力。

2．初中生的學(xué)習(xí)心理特點(diǎn)

1）興趣對(duì)英語(yǔ)普遍感興趣，求知欲盛。

2）記憶對(duì)刺激記憶手段多的知識(shí)記憶深刻，遵從記憶規(guī)律。

3）評(píng)價(jià)主要通過(guò)他人評(píng)價(jià)初步形成對(duì)自己的評(píng)價(jià)，所以很在乎他人的評(píng)價(jià)。同時(shí)自我意識(shí)不斷增強(qiáng)。因此在本課教學(xué)過(guò)程中，注意采用任務(wù)型教學(xué)為主，通過(guò)任務(wù)和不同的評(píng)價(jià)方式，提高學(xué)生參與意識(shí)。

3．初三上學(xué)期學(xué)生有較明確的學(xué)習(xí)動(dòng)機(jī)和態(tài)度。本單元通過(guò)發(fā)明為載體，各種發(fā)明和發(fā)明家激勵(lì)學(xué)生求知的欲望。

三．教法滲透

1、教學(xué)設(shè)計(jì)思路與教材處理：

《新目標(biāo)英語(yǔ)》中的具體語(yǔ)言目標(biāo)是通過(guò)各種各樣的Tasks來(lái)實(shí)現(xiàn)的；學(xué)生需要運(yùn)用具體而特定的行動(dòng)來(lái)完成一定的交際任務(wù)。整個(gè)教學(xué)過(guò)程中，各種語(yǔ)言結(jié)構(gòu)與語(yǔ)言功能與不同的學(xué)習(xí)任務(wù)有機(jī)的結(jié)合。任務(wù)活動(dòng)所謀求的效果不是一種機(jī)械的語(yǔ)言訓(xùn)練，而是側(cè)重在執(zhí)行任務(wù)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(guò)程中的參與和在交流活動(dòng)中所獲得的經(jīng)驗(yàn)。因此本節(jié)課我將始終引導(dǎo)學(xué)生通過(guò)完成具體的任務(wù)活動(dòng)來(lái)學(xué)習(xí)語(yǔ)言，讓學(xué)生為了特定的學(xué)習(xí)目的去實(shí)施特定的語(yǔ)言行動(dòng)，通過(guò)完成特定的交際任務(wù)來(lái)獲得和積累相應(yīng)的學(xué)習(xí)經(jīng)驗(yàn)，讓學(xué)生在用中學(xué)，在學(xué)中用。

2、教學(xué)原則

l 活動(dòng)性原則提倡學(xué)生主動(dòng)參與，體驗(yàn)，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(dòng)，交往。

l 任務(wù)型原則任務(wù)驅(qū)動(dòng)—激發(fā)動(dòng)機(jī)；任務(wù)完成—激勵(lì)學(xué)習(xí)積極性；執(zhí)行任務(wù)—培養(yǎng)責(zé)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(yǔ)的興趣和始終保持良好的學(xué)習(xí)情緒。

3、教法運(yùn)用：

本單元主要采用任務(wù)型教學(xué)

在本課的任務(wù)型語(yǔ)言教學(xué)中，我將依據(jù)課程的總體目標(biāo)并結(jié)合教學(xué)內(nèi)容，創(chuàng)造性地設(shè)計(jì)貼近學(xué)生生活實(shí)際的任務(wù)活動(dòng)，吸引和組織他們積極參與，使學(xué)生通過(guò)觀察、思考、討論、交流和合作等方式，在一種自然、真實(shí)或模擬真實(shí)的情境中體會(huì)語(yǔ)言、掌握語(yǔ)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(yǔ)言變得直觀，為學(xué)生運(yùn)用英語(yǔ)進(jìn)行交際創(chuàng)設(shè)情景，實(shí)現(xiàn)師生互動(dòng)，生生互動(dòng)和人機(jī)互動(dòng)的多向交流。

2）非測(cè)試性評(píng)價(jià)：傳統(tǒng)的評(píng)價(jià)觀念的出發(fā)點(diǎn)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(biāo)準(zhǔn)的實(shí)施效果，評(píng)價(jià)體系應(yīng)該“正確反映外語(yǔ)學(xué)習(xí)的本質(zhì)和過(guò)程，滿足學(xué)生發(fā)展的需要”。為了達(dá)到這一目標(biāo)，唯有重視形成性評(píng)價(jià)，充分發(fā)揮其積極作用，促進(jìn)新的評(píng)價(jià)體系的形成。因此，本課我將各種活動(dòng)設(shè)計(jì)成小組活動(dòng)并開(kāi)展小組競(jìng)賽和填寫(xiě)課堂自我評(píng)價(jià)表等非測(cè)試性評(píng)價(jià)手段，幫助學(xué)生學(xué)會(huì)自主學(xué)習(xí)，學(xué)會(huì)與人合作，培養(yǎng)創(chuàng)新意識(shí)以及具備科學(xué)的價(jià)值觀。

四、學(xué)法指導(dǎo)

新制定的《英語(yǔ)課程標(biāo)準(zhǔn)》把“培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，樹(shù)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(gè)方面對(duì)學(xué)生進(jìn)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(dòng)的課件調(diào)動(dòng)學(xué)生的感官進(jìn)行聽(tīng)說(shuō)讀寫(xiě)的訓(xùn)練。

2、學(xué)習(xí)積極性的調(diào)動(dòng)

我在教學(xué)過(guò)程中創(chuàng)造一種開(kāi)放的，和諧的，積極互動(dòng)的語(yǔ)言氛圍，把課堂變成有聲有色的舞臺(tái)，讓學(xué)生在樂(lè)中學(xué)。

3、學(xué)習(xí)能力的培養(yǎng)

通過(guò)連貫的聽(tīng)說(shuō)讀寫(xiě)，游戲，競(jìng)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(dòng)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(dòng)中相互探討、相互交流、相互合作，從而獲得知識(shí)、技能和情感體驗(yàn)，發(fā)展他們的能力。創(chuàng)建開(kāi)放式，探究式的課堂，有意識(shí)滲透學(xué)習(xí)策略的訓(xùn)練。我讓學(xué)生觀察課件畫(huà)面，回答問(wèn)題，讓學(xué)生學(xué)會(huì)使用認(rèn)知策略；讓學(xué)生表演對(duì)話，實(shí)現(xiàn)交際策略；引導(dǎo)學(xué)生交際，主動(dòng)練習(xí)和實(shí)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(cè)；

1．能夠掌握被動(dòng)語(yǔ)態(tài)，并運(yùn)用到一定的語(yǔ)言環(huán)境。

2．通過(guò)多媒體和任務(wù)的完成學(xué)生會(huì)突破難點(diǎn)，產(chǎn)生一定創(chuàng)造精神。

3．能完成教學(xué)目標(biāo)，調(diào)動(dòng)學(xué)生學(xué)習(xí)熱情。

六．課堂教學(xué)過(guò)程：

Ⅵ．Teaching Procedures

Step Ⅰ Lead-in (2 minutes)

We have inventions everywhere .Inventionsmake us live easily and happily. Without inventions,our lives will be much moredifficult. Today, we will know about a few inventions and talk about thehistory of them.

Showthe pictures of five inventions on the screen: a car,a Tv set, a telephone, acalculator and a computer.

T:Nowlook at these things.What are they?In what order do you think they wereinvented? Number them(1-5) (1=first,5=last)

Volunteersreport the answers.

S1:Ithink the calculator was invented before the computer.

S2:Idon’t think so. I think the calculator was invented after the computer.

Step Ⅱ 1a

This activity reviews vocabulary andintroduces new vocabulary which can be used to talk about inventions.

Read the inventions to the students.

Call the students attention to the five pictures. Tell thestudents that all of these things were invented in the last 150 years. Point toeach picture and let the students tell what it is.

Write the names of the five inventions on theblackboard.

computer, car, calculator, telephone, TV set

Have several different students guess andwrite the dates on the board.

Ask the class to repeat the questions andanswers like this.

T: When was the computer invented? Classrepeat.

Ss: When was the computer invented?

T: Good. Now Tom, what is your guess?

S1: 1965.

T: OK. Tom, repeat after me. The computer wasinvented in 1965.

T: Class, please repeat.

Ss: The computer was invented in 1965.

Repeat the process with several differentinventions.

Tell the children that they will find out thereal dates after they complete the lesson.

After that, ask the students the questionsbelow:

Questions:

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 thequestions.

Have the students look at the exampleconversation in the box. Ask two students to read this conversation to theclass.

A: I think the telephone was invented beforethe car.

B. Well, I think the telephone was invented after the car.

Read the instructions again to the students.Remind them to remember the inventions from first to last.

Then have the students talk about the fiveinventions in groups of four, using the sample conversation as a model.

Ask several groups to tell the class theiranswers. The rest of the class listen to them and show they have differentanswers by raising their hands.

In the next activity you will find out thereal dates.

Step Ⅲ 1b

This activity gives students practice inunderstanding the target language in spoken conversation.

Get the whole class to read the instructiontogether.

Call the students attention to the five inventions in thepicture. Ask five students to say the names of them.

Then ask them to see the five dates with ablank line in front of each.

Well listen to a girl and a woman talkingabout the five inventions. They will talk about when they were invented. Listencarefully and match the inventions and the dates. Write the correct letter infront of each date 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 thetelephone, which is letter d, was invented in 1876. Play the recording thefirst time. The students only listen and try to catch the main idea.

Play the recording a second time. Let thestudents match the inventions and the dates. Check the answers by askingseveral to say the answers to the class.

If some of the answers are hard to get forthe children, tell them not to worry and they will make it next.

Then play the recording again. Pause aftereach sentence and let the students repeat. For some difficult sentences, getthe students to repeat several times. Be sure that they make everything clear.

Answers

d 1876 a 1885 e 1927 c 1971 b 1976

Step Ⅳ 1c

This activity provides guided oral practiceusing the target language.

Read the instructions and point to the listof dates in Activity 1b.

You will be talking about the dates thingswere invented with a partner.

Call the students attention to the example in the box. Ask apair of the students to read this conversation to the class.

SA: When was the telephone invented?

SB: Ithink it was invented in 1876.

Write the conversation on the blackboard.Then get the students to practice in pairs, using the information in Activity1b. Tell them to do it like this:

Student A, covers the dates. Students B, asks Student A when the things in the picture above were invented. Thenchange roles and practice again.

Ask several pairs to share theirconversations with the class.

Step Ⅴ Summary

In this class, weve learned to talk aboutthe history of inventions with passive voice. Weve also done some listeningpractice in understanding the target language in spoken conversation. And wevedone much oral practice, using the target language.

Step Ⅵ Homework

1．Write out two conversations in Activity 1a.

2．Write out two conversations in Activity 1 c.

Step Ⅶ Blackboard Design

When was it invented?

Section A

The First Period

1．The names of the five inventions:

computer, car, calculator, telephone, TV set

2．Target language:

A: When was the telephone invented?

B: I think it was invented in 1876.

When was it invented? SectionA(1a—1c) 英文說(shuō)課稿

Good morning, everyone. It’s my pleasure to interpret my lesson heretoday. The lesson I’m going to talk about is the first period of Book 9 Whenwas it invented? I’ll describe my thoughts on teaching this lesson in thefollowing 4 aspects: analysis of teaching material, ways of teaching andlearning, teaching procedures and blackboard notes.

First of all, I’d like to give some analysis of the material and thestudents. This material is from Book 9 When was it invented? The language goal of this unit is “Talk aboutthe history of the inventions”.

In this period, students will get in touch with the passive voice. It’sthe first time for the students to get in touch with the passive voice. Thisgrammar item is a key point also is a little bit difficult. In this period, Iwill mainly let the students touch with the passive voice. They realizeinitially what the passive voice is constructed and what it expresses. Thatwill be OK. I make "talk about the history of inventions" as thelanguage goal of the class.

OK, that is all about my analysis of material. And then I want to talksomething about the students. In our school, the students dont have much timeto learn some inventions. So I ask them to get ready for this lesson and try tofind information about the four greatest inventions of ancient China and someother famous inventors and their inventions. So they can have a concert of whatthey will learn in this class. I hope the students can hit the following goalsafter this class: they can realize the passive voice initially; they can usethe sentence structures learned to discuss the inventors and their inventions;they can realize the ancient civilization of China, strengthen the proud offeeling.

According to the learning material and the analysis of the students, alsoon the basis of NE C, I set the learning objectives as follows.

By the end of this session, most of the Ss will be able to achieve thefollowing aspects. First of all, most of the Ss will be able to learn and usesome important language points, like calculator, bulb, invent, inventor,invention and so on. Second, Ss will be able to use the following sentencepatterns to talk about inventions: When was the car invented? It was inventedin…Who was the car invented by? It was invented by.... Third, Ss will be ableto write an article about great invention.

These are my teaching and learning objectives. And the focuses lie onhelping Ss improve their ability to find out the information they need afterlistening, and the ability to write an article about a great invention, usingthe passive voice. The difficulty is the using of the passive voice.

Then let me say something about the teaching methods. In order to reach myobjectives, I’ll design some pair works and group works to increase Ss talkingtime on the basis of the student-based teaching method. And I’ll design sometasks to improve Ss’ listening and writing skills mentioned above, on the basisof task-based teaching method. Besides, in order to make the lesson lively andinteresting, I’ll try to use modern equipments.

Ok, so much for the learning strategies. Next comes to my most importantpart, the learning procedures. My Ss will learn the lesson in 7 steps.

Step one is warming-up. First, I’ll greet the Ss with daily conversations.And then I’ll show them some pictures of the ceremony (2008 Olympic Games ) onthe screen to talk about the Chinese history and the four great inventions.

Then I’ll show the pictures of the four great inventions, and askstudents: Who invented …? And then present the new sentence patterns: -Who wasthe paper making invented by ? -It was invented by Cai Lun. -When was itinvented ?- It was invented in Donghan Dynasty After that, ask students to ask and answer inpairs, using the above sentence patterns.

Then I’ll say that we have known some ancient inventions, ask Ss “ Do youknow any modern inventions?” Ask Ss to tell as many as they can, such as car,telephone, light bulb, computer and so on. And then ask Ss: “When were theyinvented? And who were they invented by?” So we will come to step 3. Ss mayfind out the answer after listening.

After the third step, I’ll show more inventions on Bb, and ask Ss todiscuss them in groups of four. Then give a report. Ss should use the followingsentence patterns while they are talking.

- When was the laser invented?- It was invented in

- Who was it invented by?- It was invented by

InventionsWhen was it invented?Who was it invented by?

Laser1960Tony

airplane1903Light

E-mail 1971Tomlinson

telegraph1895Marconi

air-conditioner 1902Wailers

auto- dub machine1967Belon

ball pen1938Parishes

After the discussion part, we’ll go to step5-writing. Because after thelistening and discussion, it’s time for Ss to write something about aninvention. But first I’ll give Ss some oral examples about it. And examples cangive these students who are not good at English some help. And this oralpractice can make them easy to write the article. After the oral practice,we’ll come to write the article about a great invention. Before Ss write it,first I’ll help them how to begin the article. This can improve Ss’ learningstrategy. Before Ss write it by themselves, I’ll give them my examples, whichcan help those Ss whose English are not good to write. Next, the Ss will writethe article, and after they finish it, I’ll show them 2 articles from them toshare with them..

After the writing, it’s time to summarize what they have learned, andafter that, do some exercises, that will help to consolidate what they havelearned.

Exercises:

1.將下列主動(dòng)句改成被動(dòng)句：

1) Many people speak English.

2) We should look after our books well.

3) They make wood into desks.

4) They invited Tom to see a film.

2. They were invented ___ Julie Thompson.

A. as B. for C. by D. to

3. This watch _____ China

A. was made in B. was made by

4. — ____ was the car invented?— In1983.

A. When B. Why C How D. Who

5. Basketball ____ by people allover the world.

A. is enjoyed B. is like C. love D. enjoyed

Finally, I’ll tell Ss the homework and say goodbye to them.

That’s all about my teaching procedures. Next I’ll say something about theBb design. As we know Bb note is the miniature of the whole lesson. It candisplay the procedures of the lesson and the language points learned in thislesson. It’s good for Ss to get the clear idea of the whole lesson. And teachercan use it to review.

That’s all about my lesson talk. Thanks for listening it. Bye!

板書(shū):

When was it invented? Period 1

When was … invented?invent

It was invented in …inventor

Who was … invented by? invention

It was invented by…calculator

Bulb

When was it invented? SectionA 英文 說(shuō)課稿

A. Teaching material analysis:

1. My topic today is 1a-2c of section A in Go for it Unit 9. The languagegoal of this unit is “Talk about the history of the inventions”. The key wordsare:

scoop, adjustable, heel, battery, operate, slipper, bulb, invent, be usedfor.

2. The key expressions listed as follows :

When was the car invented?It wasinvented in

Who was the car invented by? It wasinvented by...

What is it /are they used for? It is/They are used for...

3. The difficult point is the new language function of passive voice.

B. Teaching anticipation

It’s the first time for the students to get in touch with the passivevoice. This grammar item is a key point also is a little bit difficult. In thisperiod, I will mainly let the students touch with the passive voice. Theyrealize initially what the passive voice is constructed and what it expresses.That will be OK. I make "talk about the history of inventions" as thelanguage goal of the class. In our school, the students dont have much time tolearn some inventions. So I ask them to get ready for this lesson and try tofind information about the four greatest inventions of ancient China and someother famous inventors and their inventions. So they can have a concert of whatthey will learn in this class. I hope the students can hit the following goalsafter this class:

1. They can realize the passive voice initially.

2. They can use the sentence structures learned to discuss the inventorsand their inventions.

3. They can realize the ancient civilization of China, strengthen theproud of feeling.

C. My thought for the design of this class

In this class, I will lead the students to have a tour to an Africanoriginal tribe and recommend some inventions in our daily life to improve theiroriginality situation, thus develop the topic. The activities involve three keysentence structures of this lesson:

When was it invented?

Who was it invented by?

What is it used for?

My post task is a letter from a student to Africans. It introduces theancient four greatest inventions of China. But there are many mistakes aboutthe passive voice. I get the students to correct them. Through the practice, the students canconsolidate what they learned today. What’s more, it can make the studentsrealize the glorious and ancient civilization of China.

D. Teaching procedures:

Step 1. Warming up

I present the language targets on the first page of ppt. It can makestudents realize what they are going to learn before class. So they will have abetter effect to learn it well.

Step 2. Lead-in

1. T: Today we are going to Africa. Well visit an ancient tribe. (Presentthe African original tribe picture)

T: They live in the house like this. (A dark house) What do they need?

S: Bulb.

Present the bulb that student said. Explain that this is an invention

T: It’s a kind of invention.

2. Present Edison’s picture,

T: Who is this man? (Edison)

S: He was an inventor.( Present the vocabulary inventor)

T: He invented many inventions.

Please say something about Edisonand the bulb.

S: Edison invented the bulb.

(The student can describe with the active voice which learned before)

Then change the positions, and then let the student say the relationagain.

(Design aim: I want to make the students find out what the passive voiceis. It will develop the ability of independent study)

3. Repeat the same steps with some other inventions (car and telephone).

Step 3. Activity1

T: The Africans want to know when the inventions were invented.

1. Order the inventions (1a)

Get the students to guess in whatorder the inventions were invented and number them from 1-5. They can discusswith their partners:

S1: I think the telephone wasinvented before the car.

S2: Well, I think the car wasinvented after the telephone.

2. Listen to the tape and find the time of the inventions. ( 1b )

Then check the answer and knowwhose order is right.

3. Pairwork (1c )

Make conversations using the timetable in 2a.

(Goal: do 1a-1c. withdraw the knowledge dot and practice.)

Step 4. Activity2 Have a try

T: Let’s learn some other inventions.

- When was the laser invented?- It was invented in

- Who was it invented by?- It was invented by

InventionsWhen was it invented?Who was it invented by?

Laser1960 Tonys

airplane1903 Light

E-mail1971 Tomlinson

telegraph1895 Marconi

air-condition1902 Wailers

auto-dub machine1967 Belon

ball pen1938 Parishes

(Goal: practice the key sentence structures with some other inventions andopen the students mind at the same time)

Step 5. Activity3 What are they used for?

T: The Africans know when the inventions were invented. And they want toknow what they are used for.

Show a conversation between Bell and an African

African: What’s the telephone used for?

Bell:It’s used for talking with people.

1. What are they used for? (Present a sheet of inventions)

1) Discuss in groups of four.

2) Get the students to guess. Theycan have their own ideas.

2. Guessing game

Divide the whole class into two groups and have a competition. The groupgives out more correct answers in three minutes will be the winners. One oftheir members will read for them with the information in the cards. The wordsin the cards are like this: Bell, telephone, 1876, talking with people

Students can rob the answer while reading the information.

The teacher needs to get ready for the cards before class.

(Goal: play a guessing game like Lucky 52 which students are interestedin. Its used for consolidating the key sentences and passive voice.)

Step 6. Activity4 Reading

T: The Africans are very glad to know so much about the inventions. Sothey’d like to read some other articles about other modern inventions.

Give the listening material and the forms to the students before class

1. Read the conversation and fill inthe chart

InventionsWho was it / they invented by? What is it/are they used for?

Shoes with adjustable heelsscooping really cold ice cream JulieThompson

2.Check the answer

3.Read after the tape together and read the new words

(Goal: 2a/2b is listening material. I design it as a task reading. We havelearned the sentence structures in the step above. )

Step 7. Activity5Small inventors

T: Show time! Show your inventions to the Africans! (Prepared)

1. Survey

Four students as a group, one student works as a reporter to interview theother three students and fill in the chart.

InventionsWho was it invented by?When was it invented?What is it use for?

2. Report Make a report about theirnew inventions

… Was invented by … it was invented in.... It is used for

(Goal: practice the key sentence structures surrounding the language goal.Develop the student’s have fantastic ideas and consciousness of the inventioninnovation)

Step 8.Activity6 the four greatestinventions of ancient China

1. Show the four inventions, the inventors, the invented time, the usageto get the students to match them.

2. Show a letter from a student to an African, there are many mistakes,get the students to correct them.

3. Write the correct letter if time is permitted.

(Goal: make the student consolidate passive voice. students can realizethe ancient civilization of Chinese, self-confident and proud of feelings.)

Step 9. Summary

1. The passive voice

被動(dòng)語(yǔ)態(tài)的構(gòu)成: 助動(dòng)詞(be)+動(dòng)詞過(guò)去分詞 (done)

am/is( are) + done 一般現(xiàn)在時(shí)

was (were) + done 一般過(guò)去時(shí)

2. Expressions

When was the car invented? It was invented in 1876.

Who was the car invented by?It was invented by Ford.

What are they used for?They are used for driving.

Step10 .Homework

? Copy the new words three timesand remember them

? Finish Homework A Page 1

? Write the corrected letter to theAfrican.

? Preview : new words andexpressions

When was it invented? Section A(1a—1c) 說(shuō)課稿

各位評(píng)委老師：

大家好！我說(shuō)課的內(nèi)容是新目標(biāo)英語(yǔ)九年級(jí)上冊(cè)第九單元“When was it invented?’’的第1課時(shí)，即Section A(1a—1c)。下面我將從以下幾個(gè)方面進(jìn)行說(shuō)課。

一．教材分析

這個(gè)單元圍繞“發(fā)明”這個(gè)話題，讓學(xué)生通過(guò)了解不同東西的發(fā)明歷史和用途來(lái)學(xué)習(xí)語(yǔ)法項(xiàng)目——被動(dòng)語(yǔ)態(tài)。再通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)訓(xùn)練熟練掌握語(yǔ)言知識(shí)和技能，最后讓學(xué)生分析自己身邊的發(fā)明的優(yōu)缺點(diǎn)，從而進(jìn)一步認(rèn)識(shí)世界并改造世界。同時(shí)，教材內(nèi)容從基本語(yǔ)言知識(shí)到語(yǔ)言綜合知識(shí)的運(yùn)用，層層遞進(jìn)，引導(dǎo)學(xué)生進(jìn)行有目的學(xué)習(xí)語(yǔ)言。

二．教學(xué)目標(biāo)

1.知識(shí)語(yǔ)言目標(biāo)：能夠讓學(xué)生掌握重點(diǎn)詞匯：invent,calculator,computer,car等。

讓學(xué)生掌握一般現(xiàn)在時(shí)和一般過(guò)去時(shí)的被動(dòng)語(yǔ)態(tài)以及其陳述句和疑問(wèn)句。

2. 能力目標(biāo)： 學(xué)會(huì)談?wù)摪l(fā)明的歷史，認(rèn)識(shí)些被發(fā)明的事物；能用被動(dòng)語(yǔ)態(tài)進(jìn)行對(duì)話。

3. 情感與價(jià)值：樹(shù)立科學(xué)觀念，培養(yǎng)積極探索，勇于創(chuàng)新的精神。

三．教法策略

以任務(wù)型教學(xué)策略為主，利用多媒體向?qū)W生展示發(fā)明物圖片、聽(tīng)力訓(xùn)練法（處理聽(tīng)力材料）、并輔助個(gè)人、小組對(duì)話和圖片等興趣策略教學(xué)。如在新授單詞時(shí)，通過(guò)一些圖片，幻燈片等進(jìn)行分析教學(xué)，以致于從視角引起他們注意從而記住單詞。采取任務(wù)型教學(xué)策略的目的是主要是讓學(xué)生多練多用，在做中學(xué)、學(xué)中樂(lè)、樂(lè)中掌握知識(shí)。

四．學(xué)習(xí)策略

通過(guò)角色表演，掌握如何利用被動(dòng)語(yǔ)態(tài)談?wù)摪l(fā)明，在完成任務(wù)的活動(dòng)中主動(dòng)的學(xué)習(xí)語(yǔ)言，養(yǎng)成繼續(xù)學(xué)習(xí)英語(yǔ)和學(xué)好英語(yǔ)的良好習(xí)慣。強(qiáng)調(diào)學(xué)生不僅要在課上積極發(fā)言、多練，并鼓勵(lì)他們課后成立英語(yǔ)學(xué)習(xí)興趣小組、英語(yǔ)角等，且鼓勵(lì)學(xué)生積極參加。

五．重點(diǎn)、難點(diǎn)分析

重點(diǎn)詞匯在對(duì)話和圖片中解決。如：invent, calculator,computer,car等。

難點(diǎn)：聽(tīng)力訓(xùn)練；用被動(dòng)語(yǔ)態(tài)談?wù)摪l(fā)明的歷史和發(fā)明的用途來(lái)進(jìn)行口語(yǔ)訓(xùn)練。

六．教學(xué)準(zhǔn)備：黑板、圖片、錄音機(jī)、投影儀、一些發(fā)明實(shí)物。如：玩具汽車、電話機(jī)等。

七．教學(xué)過(guò)程

1、課前任務(wù)設(shè)置，在每一節(jié)課，我讓學(xué)生提前預(yù)習(xí)。課前3分鐘我讓學(xué)生學(xué)唱“big ”big world ”的歌曲，目的是激發(fā)他們學(xué)習(xí)熱情，另一方面鈴聲響的時(shí)候，首先檢查學(xué)生對(duì)第八單元單詞的記憶情況。然后讓學(xué)生看著屏幕，用“When was carinvented?”等句子問(wèn)，用It was invented in1885回答，之后通過(guò)圖片展示推出其他的發(fā)明和新授的單元內(nèi)容。在此期間，讓學(xué)生感知“When was it invented? It was invented in…”的重點(diǎn)句型結(jié)構(gòu)，把單詞教學(xué)融入句型，培養(yǎng)學(xué)生在情境中理解記憶單詞的能力。

2、為了更好的提高學(xué)生的理解能力，讓學(xué)生有目的地完成Activity1a.請(qǐng)學(xué)生注意五幅圖片，告訴學(xué)生這些發(fā)明是在過(guò)去150年發(fā)明的。通過(guò)投影儀展示圖片，同時(shí)讓學(xué)生說(shuō)出發(fā)明的名稱。老師在黑板上寫(xiě)下：computer,car,calculator,telephone,然后說(shuō)出問(wèn)題：When was thecomputer invented?再回答： The computer was invented in 1976.學(xué)生重復(fù)When was thecomputer invented? The computer was invented in 1976.接下來(lái)請(qǐng)學(xué)生看方框中的對(duì)話并復(fù)述。然后要求學(xué)生就五個(gè)發(fā)明物或自己的小發(fā)明進(jìn)行小組對(duì)話。從而提高學(xué)生口語(yǔ)能力，幫助學(xué)生掌握被動(dòng)語(yǔ)態(tài)。

3．完成1a部分后，為了更好的鞏固學(xué)生對(duì)發(fā)明的理解程度，讓他們通過(guò)1b進(jìn)行聽(tīng)力訓(xùn)練，培養(yǎng)學(xué)生在用中學(xué)、學(xué)中用的能力。首先請(qǐng)一個(gè)學(xué)生說(shuō)出1b 中五個(gè)發(fā)明名字，然后播放錄音，同時(shí)讓學(xué)生把發(fā)明物和發(fā)明的日期配對(duì)，最后檢查答案。

4.為了更好的運(yùn)用被動(dòng)語(yǔ)態(tài)，請(qǐng)學(xué)生練習(xí)1c，然后請(qǐng)兩個(gè)同學(xué)把對(duì)話說(shuō)給同學(xué)們聽(tīng).When was the telephone invented? I think it was invented in 1876.接著讓學(xué)生用1a里的發(fā)明物或自己的小發(fā)明進(jìn)行分組練習(xí)，最后請(qǐng)幾組把他們的對(duì)話和全班同學(xué)一起來(lái)分享。

5、總結(jié)本節(jié)課所學(xué)的知識(shí)，梳理知識(shí)結(jié)構(gòu)。

6、布置作業(yè)

總之，這堂課通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)訓(xùn)練，讓學(xué)生熟練掌握用被動(dòng)語(yǔ)態(tài)來(lái)談?wù)摪l(fā)明的歷史和用途，利用二人小組活動(dòng)，學(xué)生討論各自對(duì)發(fā)明創(chuàng)造的想法以及他們自己的小發(fā)明，開(kāi)闊學(xué)生的思路，讓學(xué)生展開(kāi)豐富的想象翅膀，培養(yǎng)學(xué)生的創(chuàng)新精神。

When was it invented? Section B(1a—2c)英文說(shuō)課稿

1.Analysis of teaching material

2.Analysis of teaching methods

3.Teaching procedures

4.Teaching reflection

Part1 Analysis of the teachingmaterial

1. Status and function: This is thefirst part of Section B, it links thepreceding with the following in Unit 9. Not only does it help the studentsreview the food words and the Passive Voice they have learnt before, but alsoit helps them learn to describe different tastes and talk about the history ofthe invention. Such a topic is related to daily life, so it is helpful toinspire the studentslearning motivation and interest.

2. Teaching aims and demands

Knowledge aims:

☆ The target words: crispy, salty, sour, chef, sprinkle, by mistake.

☆ The target language: Did you know potato chips were invented by mistake?

Wow, I didn’t know that. Who invented them? ...etc.

Ability aims:

☆Be able to describe different tastes using the target words.

☆Train the studentslistening, speaking, reading and writingskills with the target language.

Moral aims:

Cultivate the studentsability of observation, imagination andtheir spirit of innovation.

3. Teaching emphasis and difficulties:

Important points

The target words and language.

(According to the English syllabus and the language structures in thislesson.)

Difficult points:

The listening practice and correctly express the history of the invention.

(According to the teaching prediction and the students cognitive level)

Part 2 Analysis of teaching methods

1. Teaching methods:

“Task-based teaching method “with the help of useful situations to classifythe tasks and give different students different evaluations.

(To make language learning successful through a step-by-step progressionthat builds confidence and leads to open-ended activities.)

2.Teaching aids:

Multimedia computer, Tape recorder, PowerPoint.

(According to the studentspsychological characteristics. They enjoymusic, pictures and cartoons.)

Part 3 Teaching procedures

Step 1 Brainstorming

Play guessing games: what inventions are they?

One student comes to the front to guess, the others describe an inventionshown on the screen using the passive sentences: It’s used for… It was inventedby…It was invented in…etc.

Take turns to show ‘light bulb, alarm clock, microwave oven’with someother helpful pictures that center about them nearby on the screen.

(Purpose of designing: To guide the students to review what they learnedlast lesson)

Step 2 Leading-in

T: The microwave oven reminds me of some delicious food. I will play acartoon called “music food” My favorite food is in it. Try to guess what it is.

Every time when they give a guess, I will express my like and dislike by usingsome adjectives like sweet, crispy, salty, sour . Make sure they know themeanings of them. For example:

S:Chocolate

T: It’s very crispy, but it’s too sweet. I don’t like it Can you guess themeaning of ‘crispy’? It describes food that is hard .dry and easily broken.

S :Milk.

T:I prefer sour milk to milk. Do you know ‘sour’? Oranges sometimes tastesour.

S: Fish.

T: yes! Fish is my favorite, and I especially like salty fish that issprinkled with a lot of salt.

During this course, write down the new words on the blackboard..Finallyplay a leading role to read them.

(Purpose :To arouse the students interest ,createuseful situations for them to learn the new words. Prepare for the next step. )

Step 3 Practice

Task One writing

1a.Show four food pictures on the screen and get the students to describehow the food tastes and write them down.

1b.Ask them to list the words of the food that has different tastesaccording to the headings on the screen as many as possible .

sweet crispy salty sour

The teacher moves around the classroom to provide help for the studentswho have trouble in spelling some hard words and choose three students whowrite different words from one another.

(Purpose: To practice using the target words and review the food wordsthey have learnt before.)

Task Two Speaking and acting

Get the three students to the front, divide the class into four groups:

Sweet Group , Crispy Group, Salty Group , Sour Group

Game begins: The three students read their words loudly in class one byone without repetition, the group members should stand up as soon as they heara word that belongs to them. Call out the students who stood up by mistake andhave them guess the meaning of ‘by mistake’.

(Purpose: This is employed to show the words they wrote and link thetarget words with the food words, and get the whole class moving.)