说课稿刘青九年级英语第九单元

1、说课模板说课，不同于一般的发言稿和课堂教学，它要求说者能够比较系统地介绍自己的教学设计及理论依据，而不是宣讲教案，也不是浓缩课堂，它的核心在于说理，在于说清为什么要这样教。说课的重点在于教学重点和教学难点的突破上。以下是说课模板，仅供参考。基本信息学科英语年级九教学形式课堂教学教师刘青单位安徽省太和县赵集中心学校课题名称九年级英语Unit9说课稿教材版本新目标说课记录说教材内容 教学内容When was tea invented? Over three thousand years ago. Who was tea invented by? It was invented by the emp

2、eror Shenn Nong.How was it invented?It was invented by accident1)重点词汇：ancient， notice， produce， pleasant , mixture, throw, remain， pie， 2)重点短语：by mistake ,according to，fall into，in this way ，in the end ,over three thousand years，over an open fire，a pleasant smell，one of the worlds favorite drinks3)重

3、点句型：The emperor noticed that the leaves in the water produced a pleasant smell 教材所处地位本说课是人教版go for it九年级Unit 9 When was it invented?的第三课时部分。本单元主要为被动语态的教学和练习，通过前两年知识的累积，学生已经掌握了足够的词汇；培养了良好的语感；对语句的结构有了较明确的认识和划分，为本单元的被动语态的学习提供了扎实的基础。被动语态的学习是初中阶段的教学重点和难点，教材选取了inventions的话题，帮助学生建立了被动结构的认知平台，将英语学习生活化，课堂教学情

4、境化，丰富了学生的阅历，也为下面几个单元的教学做好了坚实的语法铺垫。同时，通过对inventions发明的历史的探究，发明过程的学习以及利弊的探讨，激发学生的求知欲，是学生养成勤于思考，善于总结的好习惯 教学目标1）知识目标：在Section A的学习之中，学生已经能对被动语态有了初步的了解，能运用被动语态表述inventions的发明时间、功用等。于是，在Section B本节课的教学中，学生主要对食品的口味加以表述，学会crispy, sour, sweet, salty四个形容词，并就potato chips的起源问题加以探讨、学习，使学生掌握the history of potato

5、chips，理解和良好运用被动语态。 2）技能目标：能谈论食物的口味，表达自己的喜好。向他人介绍薯片的起源及制作过程，并就改话题展开相应的对话。通过本节课的学习，使学生学会探究事物的起源，撰写相应的短文。 3）情感目标：一方面在学生通过食品口味的探讨过程中使学生认识到均衡饮食的重要性，改变喜好性的偏食习惯；另一方面，使学生懂得人类的科学发明创造了丰富的物质文明。培养学生的创造发明的能力和愿望。 教学重点和难点教学重点：了解、认知薯片的起源，开展相应的对话。 教学难点：使用被动语态对食物的发明史进行问答。说教法围绕教学的主题和对以往教学的改进创新。1）Teach English in Engli

6、sh: 即新课标倡导的“用英语教英语”，用英语教学，创造英语课堂良好的听的环境，让学生充分感知，积极体验，大胆实践，把握用英语交际的机会，鼓励学生大胆开口说英语。2）突出重点，突破难点：通过竞猜活动，亲身体验、听力训练、鱼骨梳理、对话练习等多种形式强化知识的学习和被动语态的运用，反复操练重点句型，巩固所学知识，提高灵活运用能力。3）任务型教学法：倡导体验参与，培养自主学习能力。在课堂教学中，通过学生自己或是合作式的学习来完成老师布置的每一个任务。在完成任务的同不断获得完成此任务所必须的知识、能力、技能等。4） 游戏教学法：新课标倡导的“玩中学，学中玩”的理念很受学生欢迎。采用学生亲口品尝的方式

7、学习食物口味的四个形容词，再通过猜食品盒子中的礼物的形式，归纳划分食物的口味。穿插奖品的获得大大调动学生的参与力。有效地激发了学生的学习兴趣，活跃了课堂气氛。说学法新目标英语，实行的是新课程标准，采用的是任务型语言教学模式，融会话题，交际功能和语言结构为一体。因此，教学设计和教学过程中应充分发挥学生的主体地位，教师的主导作用，创造设计切实可行的真实的语言交际情景和任务，让学生体验、实践、使用目标语进行交际和解决问题完成任务，体验成就感，增加兴趣。通过第一部分的竞猜活动一方面使学生掌握浅显的4个口味形容词，大大地调动学生的参与性，为下面听力部分的学生打好精神基础。在2a、2b的听力教学中，给学生

8、设置明确的学习任务，由浅入深的完成各项教学任务。最后，以2c的对话练习为依托，帮助学生掌握探究事物起源的what, who, where, when, how, shape, 以及taste，教会学生学习的方法，也为下面3a的语篇教学做好铺垫。说教学过程Step 1 Warming up1. Play a cartoon video about the invention process of the light bulb.2. The teacher stops the video at the proper time and asks，what was invented after tha

9、t? Students answer, and the teacher continues to ask when the light bulb was invented and what it is used for. Then show another picture, guide a student to ask (who, when, be used for), another student tries to answer.At last, show a picture of a refrigerator, ask and answer as above. Then make the

10、 students to guess what are in it.Step 2 Tastes1. Open the refrigerator, and see 4 boxes, ask if they feel a kind of hungry, then take out four boxes the teacher has already prepared. Ask a student to taste a kind of food in the red box，ask the taste of the food, guide to learn the new words: sour.

11、Stick the paper with sour on it onto the box.2. Make the students guess what else are in the red box. Point out that the same box contains the same taste of food. And the students who guess the very food the box contains can get it as a present. 3. Learn the other 3 new words in the same way.4. Sum

12、up the foods, and then finish 1a (add the words: bitter, cold and hot if needed) and 1b.Step 3 Potato chips1. Show the students some potato chips the teacher has cooked, and ask two or three students to taste. Talk about it- How do they taste? ( crispy, salty) Why are they salty? (Sprinkle on) What

13、shape are they? (thinly-sliced)Then guide the students to guess the cooking process of it. 2. Listen to 2a. Fill in the table below.Who were the potato chips invented by? When were the potato chips invented? Where were the potato chips invented? 3. Listen again, and circle T or F. Check the answers.

14、4. Guide to understand some phrases in this part: by mistake, in the end, etc.5. Listen again, and finish 2b.Step 4 Pairwork1. Ask the students questions:What are the inventions?Who were the potato chips invented by?When were the potato chips invented?Where were they invented?How were they invented?

15、How do they taste?Draw a fishbone when the teacher asks and the students answer.2. Ask the students to work in pairs. Then ask 2 or 3 pairs to talk about. ( activity 2c)3. Show the history of ice cream and the sandwich, ask the students to make up conversations by looking at the fishbone.4. Guide to

16、 know that when you want to introduce the history of something, you have to answer all the questions above, especially when you are writing an article.Step 5 Class Closing1. Guide the students to know that inventions make our life more beautiful, the inventors wise make us live better. And we should

17、 do as the inventors did, never stop asking why and how.Step 6 Homework1. Surf the Internet to find out a history of an invention, make an invention card, and then ask and answer with your partner.2. Try to write down an article about it.说板书设计一， 被动语态结构：Be+及物动词的过去分词（be有人称，时态和数的变化）详见课 文143页。 二， 一般过去时的被动语态结构：was/w