標題九年級英語：Unit6Whenwasitinvented?SectionA1a-1c設計人黃沁學校成都市第四十九中學校教學內容分析本節課所涉及的話題是“Inventions（發明）”，這節課的課型是聽說課，在整個單元所處的地位是本節課是整個單元的導入課，其功能是談論與發明相關的歷史。其中1a是熱身活動，在進行聽力訓練之前，教材首先設定出特定的場景，引導學生使用目標語言“Ithink...wasinventedbefore/after...”來談論與發明有關的歷史；1b是聽力輸入活動，學生通過聽力訓練檢測其在1a中所做出的預測是否正確，并通過聽音頻找出四項現代發明被發明出來的具體年份；1c是語音輸出活動，在聽力訓練之后，學生將使用目標語言談論四項現代發明的相關歷史。本課融合的技術如下：在1a之前，可以通過PPT播放視頻和展示圖片導入本課主題；在1b之前，通過PPT展示教材上的圖片并提問，引導學生預測聽力內容，降低對即將聽到的內容的陌生感；在1b之后，通過PPT播放flash動畫帶領學生跟讀對話，從而熟悉對話內容；在1c之前，通過PPT展示教材呈現的四項現代發明及其發明者的相關信息，讓學生用“wasinvented”結構造句，一方面可以熟悉被動語態的結構，另一方面也可以加深對四項現代發明的歷史的了解和掌握，為1c的對話輸出做準備。教學目標知識與技能：初步掌握被動語態的一般過去時態；能使用目標語言“Itwasinventedbefore/after/in...”。文化意識：理解發明使我們的生活更為便利；更加關注歷史學習。情感態度：多與長輩交流并向他們了解和學習歷史；感恩發明家并珍惜他們為我們帶來的生活的便利。教學重、難點教學重點：通過聽音頻獲取與四項現代發明有關的具體的歷史信息；用目標語言“Itwasinventedbefore/after/in”來談論與發明相關的歷史。依據：本課的課型為聽說課，話題是四項現代發明的歷史。因此本課“聽”的重點是四項現代發明的具體歷史信息，“說”的重點則由“聽”衍生而來——用本節課需掌握的結構“wasinvented”來談論與四項現代發明有關的歷史。教學難點：用被動語態的一般過去時態來談論與發明相關的歷史；培養向長輩學習歷史以及對發明家心懷感恩的意識。依據：在上個單元的學習中可以知道，部分學生在掌握被動語態的結構時存在困難，本單元的被動語態在時態上從上一單元的一般現在時變為了一般過去時，語法難度有所上升，因此“用被動語態的一般過去時態來談論與發明相關的歷史”是本節課的難點之一。而情感態度價值觀的引導和培養向來是英語課堂的難點，在教學中，如何做到不突兀且不生硬地過渡到“培養學生向長輩學習歷史以及對發明家心懷感恩的意識”這一情感層面上來，是值得深思的。教學活動方式師生問答、兩人結對編對話、小組討論TeachingProceduresStepsTeacher’sactivitiesStudents’activitiesPurposeStep1Greetthestudentsasusualandintroducewhatweneedtolearninthisclass.Greettheteacherandlistentotheintroductiontothisclass.Tomakestudentsclearaboutwhattheyneedtolearninthisclass.Step2Playthevideoandaskthequestions:1.Haveyouheardofthesong?2.Canyousingit?3.What’sthesongabout?4.Howmuchdoyouknowaboutthepast?Watchthevideo.Thinkaboutthequestionsandanswerthem.Toattractstudents’attentionandarousetheirinterestsinthingsinthepastbyplayingthisrelatedvideoandaskingthequestions.Step3Showthepicturesandaskthequestions:1.Whichpictureshowsthepast?Whichpictureshowstoday?2.Doyouknowtheinventionsinthecircles?3.Whichinventiondoyouthinkwasinventedfirst/last?Lookatthetwopicturesandthinkaboutthequestions.Thenanswerthequestions.Toactivatestudents’backgroundknowledgeaboutthehistoryofinventionsandgetstudentspreparedfor1a.Step4Showthepicturesin1aandaskstudentstonumberthemintheordertheythinktheywereinventedandthenhaveadiscussion.Numbertheinventionsintheordertheythinktheywereinvented.Discusswithclassmatesbyusingthegivenstructure.Toletstudentspredictthehistoryoftheinventionsaccordingtotheirbackgroundknowledgeandmakethemgetfamiliarwith“wasinvented”.Step5Showthepictureandnumbersin1bandaskthequestion:Whosepredictioniscorrect?---Wecanfindthecorrectanswerinthelisteningpractice.Lookatthepicturesin1bandguesswhethertheymadetherightpredictionornot.Tomakestudentscuriousaboutwhethertheirpredictionswererightornotandarousetheirinterestinlistening.Step6Showthepicturein1bandaskthequestions:1.Howmanypeoplecanyouseeinthepicture?2.Whoarethey?3.Whatdoyouthinktheyaretalkingabout?4.What’stheirpossiblerelationship?Lookatthepictureandthinkaboutthequestions.Trytoanswerthequestions.Toguidestudentstomakesomepredictionsaboutwhattheyaregoingtohearbeforelisteningtotheaudio.Step7Showthenumbersin1bandaskthequestions:Whatdothefourdifferentnumbersmean?Howcanyoureadthem?Thenteachstudentstoreadthefournumbersonebyone.Lookatthenumbersandthinkaboutwhattheymean.Thenlearntoreadthemonebyone.Tomakesurestudentsknowhowtoreadthe4differentyearssothattheycanmaketherightchoicesduringlisteningtotheaudio.Step8Playtheaudioandaskstudentstomatchtheinventionswiththeyearsin1b.Thenchecktheanswersandaskstudenttothinkaboutwhethertheirpredictionswererightornot.Listentotheaudioandmatchtheinventionswiththeyearsaccordingtowhattheyhear.Thenchecktheanswersandseewhethertheymadetherightpredictions.Tohelpstudentsrecognizethetargetlanguageinnaturalspeechandchecktheirpredictionsin1a.Step9Playtheaudioagainandaskstudentstofillintheblanksontheirlearningsheets.Thenchecktheanswers.Listentotheconversationagainandfinishthelearningsheets.Thenchecktheanswers.Totrainstudents’listeningskillsandmakethemmorefamiliarwiththeconversation.Step10Playthevideoandaskstudentstoreadafteritsentencebysentence.Thenaskthequestions:1.Whoaremakingtheconversation?2.Whataretheytalkingabout?3.DoyouthinkAliceisgoodathistoryandknowsaboutthepastwell?Why?Howaboutyou?Watchthevideoandreadafteritsentencebysentence.Trytoimitatethepronunciationandtones.Thinkaboutthequestionsandanswerthem.Totrainstudents’listeningandspeakingskillsandguidethemtothinkabouthowmuchtheyknowaboutthehistory.Step11ShowthechartwhichAliceneedstofinishandaskstudentstohelpAlicefinishitaccordingtothequestions:1.Weretheyinventedornotwhengrandmawasakid?2.Didgrandma’sfamilyhavetheseinventions?3.Whydidn’tgrandma’sfamilyhavetheinventions?4.Whenweretheyinvented?HelpAlicefinishthechartaccordingtotheinformationintheconversation.Tomakestudentspayattentiontothedetailssothattheycanunderstandtheconversationmoredeeplyandknowmoreaboutthehistory.Step12Showthepicturesoftheinventorsofthefourmoderninventionsandaskstudentstomakesentencesaccordingtothegivenexamples.Lookatthepicturesandmakesentencesabouttheinventorsandtheirinventionsbyusingthestructure“wasinvented”.Tohelpstudentsknowmoreaboutthehistoryoftheinventionssothattheycanbemorepreparedfor1c.Step13Showthetaskin1candaskstudentstofinish1c.Finishtheactivityin1cby