Unit 6 When was it invented?教学设计
所用教科书书名	人教版新目标go for it
所教年级	九年级	所教册次、单元	全一册 Unit 6
设计主题	Section A (1a-2d) Listening and Speaking
1. 教学内容分析本课是新目标英语九年级第6单元的第一课时，这是一节听说课教材以“When was it invented?”为话题。Section A 介绍了我们生活中的一些常见物品的发明历史，介绍它们被发明的时间，被什么人发明及其作用或发展等。从语言结构上学习一般过去时的被动语态。1a-1c是整个Section A 的基础。本部分输入了本单元的重要语言结构When was it invented? It was invented in ... 活动2a-2d 侧重听说互动，是对单元话题的深化和拓展。引出了Who was it invented by? It was invented by... What is/was it used for? It is/was used for... 学生通过听说活动，充分练习了被动语态的基本结构，同时也了解了更多发明的历史。
2. 学情分析学生在上一单元对被动语态的一般现在时形式已经有了初步的认识，这为学习本单元内容打下了良好的基础。初三学生求知欲强，兴趣广，对于历史上的发明有一定的了解，对本单元的话题比较熟悉，便于话题的展开。
3. 教学目标分析 ①知识目标通过学习使学生掌握重点词汇及目标语言。重点词汇：invent invention inventor 目标语言： When was it invented? It was invented in...? Who was it invented by It was invented by ... What was it used for? It was used for... ②能力目标帮助学生认识主动语态与被动语态的区别并能正确使用一般过去时的被动语态谈论发明历史。 ③情感目标通过学习使学生懂得科学发明改变了人类生活。
4. 教学重点、难点分析 ①教学重点询问发明的时间、发明人以及用途。 ②教学难点使用过去时态的被动语态谈论发明历史。
5. 教法设计和突破任务型教学法、情景教学法，使学生自主学习与合作学习相结合，达到师生互动、生生互动的效果。
6. 教学过程设计
Unit 6 When was it invented? Step 1: Lead-in Show pictures of the four great inventions. Say“Today we are going to talk about inventions. Do you know what an invention is? These are the four great inventions in ancient China.“Show some pictures about modern inventions(computer, television, telephone and car). Tell students that all of the things were invented in the last 150 years. Point to each picture and let students tell what it is. Then write the names of the inventions. Step2: Work on 1a 1.Ask students to think about the following questions: Can you guess which one of them was invented first? Which one of them was invented last? Was the TV invented before the car or after the car? Have the students look at the sample conversation in the box. Ask two students to read this conversation to the class. A: I think the TV was invented before the car. B: Well, I think the TV was invented after the car. Help the students to discuss in groups like this: A: I think the TV was invented before the car. B: Well, I think the TV was invented after the car. C: I think the telephone was invented in 1876. D: I think it was invented... Ask several groups to tell the class their answers. Call the students' attention to the pictures. Have students guess and write the dates on the blackboard. Ask the class to repeat the questions and answers like this T: When was the computer invented? SI: 1971. T: OK. The computer was invented in 1971. Repeat the process with other inventions (设计意图:先通过让学生猜测发明的先后顺序,激发学生的好奇心和求知欲,同时引出句型 I think it was invented before/after为后面的学习做知识和语言的铺垫。) Step 3: Listen to 1b Call the students' attention to the inventions in the picture. Ask four students to say the names of them. Then ask them to see the dates with a blank line in front of each. Read the dates together. Then say "we'll listen to a conversation between a girl and a lady. What are they talking about?"(Inventions and years) In the conversation they will talk about when these things were invented. Listen carefully and match the inventions with the years. Write the correct letter in front of each date as the sample given. Ask students to have a look at the sample answer. Play the recording the first time. The students only listen and try to catch the main idea. Play the recording a second time. Let the students match the inventions with the years 3. Check the answers. Help students to answer like this The telephone was invented in 1876. 4. Listen again and answer the following questions:Did grandma's family have a car? Did grandma have a telephone? Did grandma's family have a TV? Why? /Why not?Why didn't she have a personal computer? Can you guess when grandma was born? 5. Then play the recording again. Pause after each sentence and let students repeat (设计意图:通过听的方式输入功能句型,让学生在听的活动中感知目标语言。听前鼓励学生利用图片及说明大胆预测听力内容。听后通过设问,帮助学生加深对文本的理解。跟读对话练习说地道的英语) Step 4: Work on 1c Read the instructions and point to the list of dates in Activity 1b. You will be talking about the dates that things were invented with a partner. Call the students' attention to the example in the box. Ask a pair of the students to read this conversation to the class S1: When was the telephone invented? S2: I think it was invented in 1876Then get the students to practice in pairs, using the information in Activity 1bseveral pairs to snare their conversations with the class (设计意图:利用听力内容给学生提供开口表达的机会,使学生进一步理解并运用目标语言。) Step 5: Pairwork Show the first picture and ask What is this called in English? Help students to answer it's called a TV. Then ask the questions and help the students to answer like this T: When was it invented? S: It was invented in...? T: Who was it invented by S: It was invented by Show other pictures to let students make up similar conversations (设计意图:引出新的语言知识及新的功能句型Who was it invented by?) Step 6: Work on 2a-2b-2c 1. Show some pictures to help students to understand these words: heel, scoop, electricity 2. Look at the picture.What can you see in the picture?What is the boy doing? What is the girl doing? What is the scoop used for?What are the shoes used for? 3. Listen and number the inventions [1-3] in the order you hear them Play thee recording the first time. Students only listen.Then play the recording again. Check the answers by asking a student to tell the answers. The answer is 3, 1, 2 4. These are interesting inventions. Who are they invented by? What are they used for? Please listen carefully and fill in the chart 5. Listen again and answer the following questions:Which is Carol's favorite invention?What is Carol writing about for her English home-work?Why do people need shoes with lights? Why are shoes with lights needed by people?How do people change the style of the shoes? (How is the style of the shoes changed 6. Listen and repeat. Play the recording for students to listen and repeat 7. Make conversations using the information in 2b. Make a sample conversation like this: A: What are they used for? B: they're used for seeing in the dark. Students work in pairs while the teacher moves around to offer help (设计意图:听前利用图片介绍生词并引入核心句型。完成教材听力活动后,设计四个问题一方面帮助学生进一步理解听力材料,另一方面又给学生提供了练习本课功能句型的机会,最后的对子活动给学生提供口头表达的练习。) Step 7: Work on 2d Show a picture of a zipper. Say "What is this?" and teach the word Zipper. Write it down on the blackboard. And ask "Where can you see a zipper? " Collect the answers and write them down.(pants, trousers, bags, backpacks, dressers, shoes, suitcase, etc.) Who invented the zipper? (Who was the zipper invented by? Read the conversation and find out the answer. If you find the answer, please put up your hands. Read it again and answer the following questions: Who invented the zipper? When was the zipper invented? When was it used widely? Do they think it is a great invention? Why?Check the answers and explain the language points at the same time and deal with the problems the students mayhave4. Play the tape for students to listen and repeat. 5. role-play the conversation in pairs. Then ask some pairs to act out their conversations. (设计意图:首先通过设问使学生逐步理解文本,使学生充分熟悉内容,确保能够顺利完成角色扮演。)
7. 板书设计
Unit 6 When was it invented? Period 1 Section A 1a-2d The names of the inventions: Computer, car telephone, TV Target language When was it invented? It was invented in...? Who was it invented by It was invented by ... What was it used for? It was used for...