广东地区九年级英语全册 Unit 9 When was it invented Period 2 教学设计 人教新目标版.doc

第二节 （Period 2）本节与上节相关性分析：本节课在上节课通过介绍过去的一些旧发明引入了三个句型When was it invented? Who was it invented by? What is it used for?， 经过大量的练习学生已经对他们了如指掌，在此基础上，本节课在继续巩固原句型的基础上了拓展了很多新发明，一方面扩充了学生单词量，另一方面通过听力（2a, 2b）和口语训练（2c,3a and 4），尤其是4这个环节，更进一步地提高了学生会话的能力，大大激发了学生的思维参与。课型：Listening& speaking 时间：45 minutes教材内容：Section A 2a,2b, 2c,3a, 3b, 4.教学要求：1. Language goals: I. Words & expressions heated ice cream scoop, adjustable heels, battery-operated slippers, light bulb, microwave oven II. Key sentences When was it invented? What is it used for? Who was it invented by?2. Ability goals：Enable the students to use the passive voice. 3. Emotion & attitude goals：Enable the students to be aware of different inventions around them and have the ability of facing and solving the problem .4. Strategy goals： Enable the students to use what they know to explain new words.教学重点:Understand and use the new words, phrases and the passive voice correctly.教学难点:Introduce the new inventions according to the listening materials.教学方法: Instigative method and Task-based Teaching method教学手段: a computer, blackboard, the listening materials, PPTTeaching procedures （教学步骤）Teaching procedures and ways 教学过程与方式TeachingstepsTeachingaimsTeachers activitiesStudents activitiesTeaching aidsStep I:RevisionTo consolidatethe knowledgethat students have learntin period 1.1. Ask Ss to revise the structure of different tenses of Passive Voice and try to translate some sentences using the Passive Voice.Say together or tell the answer one by oneMultimedia(PPT)Slide 2,3,4 5Step II. Leading 1. To lead the new inventions by revising those old inventions learnt yesterday. 2. To improve students the ability of describing the new words in English.1. Ask Ss to talk about the inventions by using: When was it invented?Who was it invented by?What is it used for?2. Tell the Ss, Today, we will get to know some inventions in the modern life.3. Present the pictures of the heated ice cream scoop, adjustable heels, battery-operated slippers and lead the Ss to guess the names and the usages of them with the following questions: What are/ is they/it? What are/is they/it used for?1. First Ss work in pairs and act what they learnt out. 2. Ss guess and answer. 3. Read the new words after the teacher.Multimedia(PPT)Slide6,7,8,9 Step II: Listening 2a.2b To improve the Ss listening Skills. 1. Ask them to listen to the record for the first time to Number the inventions.2. Ask them to listen to the record for the second time to match3. Check the answers.4. Ask them to listen to the record for the third time and read after the record.4. Simple explanations.1. Number the inventions.2. Listen and match. 3. Read after the record.4. Write down some notes.Multimedia(PPT)Slide 10, 11Step III:Oral practiceThis activity provides oral practice about listening material.Using the target language.Ask Ss to work in pairs. Remind Ss to use the contents needed (the name of the invention, the people who invented and to be used for1. Work in pairs to talk. 2. Ask some pairs to act them outMultimedia(PPT)Slide 12, 13Step IVBrainstormingTo help the students to revise and present the words about some new inventions.1. Let the Ss say the words according to the pictures.2. Memory challenge. Interest the Ss to remember the new words by a game.1. Revise the words and recognize the new words.2. Try to remember the order of the words and say them out.Multimedia(PPT)Slide 14,15,16,17,18,19Step V: Pair work3a.3bTo learn to change the new words into sentences and improve their oral work.1. Let Ss make a list of five helpful inventions and five annoying inventions. (3a)2. The teacher gives the Ss an example.3. Let the Ss do pair work. 1. List five helpful inventions and five annoying inventions2. Answer the teachers question.3. Be active in pair work. Multimedia(PPT)Slide 20,21,22Step VI: Interview and make a reportOral practice and encourage the SS to have the ability of facing the difficulties and solving the problems.1. Teacher asks, “What would you do if you were alone on a tiny island?”, Let the Ss talk about the imaginary situation to revise Unit 42. Show some pictures and Let the Ss imagine(想像) that they live in the island for some time, What will they need and why?3. Allow the Ss to go around the classroom and let them interview at least 3 Ss then make a report1. Try to use different answers to be active in the oral work2. Interview and write down some notes actively3. Be brave to make a report.Multimedia(PPT)Slide 23,24,25Step VII Homework Consolidate what the Ss learnt today1. Ask the Ss to try to recite the listening materials on Page 133.2. Writing. 1. Recite the listening materials.2. Finish writingMultimedia(PPT)Slide 26教学反思:任务性教学必须遵守任务相依性原则，本课时的设计先由复习导入听力，在深化听力的基础上进行口语训练，口语训练也是由简单的单句到对话，再由对话到篇（report）, 口头输出后再过渡到写作，设计由简到繁，由易到难，学生的语言能力通过每一项任务逐步发展，课堂教学也呈阶梯式的层层递进。任务性语言教学的倡导者认为，在教学过程中最重要的是激发学生的创造性，使学习更有效，因此，学生的参与（involvement）至关重要。在参与过程中，学生学会探究（inquiry）与归纳（induction），最后是整合(incorporation)，本课时的设计第六个任务的设计是假设学生alone on a tiny island，第一步由老师导入一个有趣的情景“What would you do if you were alone on a tiny island?”, 让学生积极参与后面的活动。第二步让学生imagine(想象) that they live in the island for some time, What will they need and why?，并同时显示一些图片（给学生一些提示），让他们在探讨图片的过程中更加主动的去探究语言，第三步 让学生go around the classroom and interview at least 3 Ss 并归纳整合做一个report. 由于这个活动中，学生始终是 “探险者”，所以他们无论是在思维还是在语言上都能人人参与，当然同时他们也在不断发展着他们听说读写的综合语言技能。