2023学年完整版九年级Unit6WhenwasitinventedGrade9Unit6Secti

标题九年级英语：Unit6Whenwasitinvented?SectionA1a-1c设计人黄沁学校成都市第四十九中学校教学内容分析本节课所涉及的话题是“Inventions（发明）”，这节课的课型是听说课，在整个单元所处的地位是本节课是整个单元的导入课，其功能是谈论与发明相关的历史。其中1a是热身活动，在进行听力训练之前，教材首先设定出特定的场景，引导学生使用目标语言“Ithink...wasinventedbefore/after...”来谈论与发明有关的历史；1b是听力输入活动，学生通过听力训练检测其在1a中所做出的预测是否正确，并通过听音频找出四项现代发明被发明出来的具体年份；1c是语音输出活动，在听力训练之后，学生将使用目标语言谈论四项现代发明的相关历史。本课融合的技术如下：在1a之前，可以通过PPT播放视频和展示图片导入本课主题；在1b之前，通过PPT展示教材上的图片并提问，引导学生预测听力内容，降低对即将听到的内容的陌生感；在1b之后，通过PPT播放flash动画带领学生跟读对话，从而熟悉对话内容；在1c之前，通过PPT展示教材呈现的四项现代发明及其发明者的相关信息，让学生用“wasinvented”结构造句，一方面可以熟悉被动语态的结构，另一方面也可以加深对四项现代发明的历史的了解和掌握，为1c的对话输出做准备。教学目标知识与技能：初步掌握被动语态的一般过去时态；能使用目标语言“Itwasinventedbefore/after/in...”。文化意识：理解发明使我们的生活更为便利；更加关注历史学习。情感态度：多与长辈交流并向他们了解和学习历史；感恩发明家并珍惜他们为我们带来的生活的便利。教学重、难点教学重点：通过听音频获取与四项现代发明有关的具体的历史信息；用目标语言“Itwasinventedbefore/after/in”来谈论与发明相关的历史。依据：本课的课型为听说课，话题是四项现代发明的历史。因此本课“听”的重点是四项现代发明的具体历史信息，“说”的重点则由“听”衍生而来——用本节课需掌握的结构“wasinvented”来谈论与四项现代发明有关的历史。教学难点：用被动语态的一般过去时态来谈论与发明相关的历史；培养向长辈学习历史以及对发明家心怀感恩的意识。依据：在上个单元的学习中可以知道，部分学生在掌握被动语态的结构时存在困难，本单元的被动语态在时态上从上一单元的一般现在时变为了一般过去时，语法难度有所上升，因此“用被动语态的一般过去时态来谈论与发明相关的历史”是本节课的难点之一。而情感态度价值观的引导和培养向来是英语课堂的难点，在教学中，如何做到不突兀且不生硬地过渡到“培养学生向长辈学习历史以及对发明家心怀感恩的意识”这一情感层面上来，是值得深思的。教学活动方式师生问答、两人结对编对话、小组讨论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