When was it invented說課稿7篇

When was it invented?第一課時 說課稿

一．教材分析

1．教材的地位和作用

本說課是九年級《go for it》第九單元“When was it invented?”本單元涉及內(nèi)容是本書當中比較重要的一部分。被動語態(tài)結(jié)構(gòu)及運用是教學中一個難點和重點，也是學生比較不容易理解的部分，因為它是建立在各種時態(tài)之上的。

另外通過對我們熟悉經(jīng)常使用的發(fā)明物的歷史來開闊眼界，豐富學生的閱歷，使學生養(yǎng)成勤于思考，善于總結(jié)的好習慣。

2．教學目標

1）知識目標 擴容新單詞，提高閱讀能力。理解和良好運用被動語態(tài)。

2）技能目標 能談論重要發(fā)明的歷史及用途，能針對各項發(fā)明的用處及特點，發(fā)表自己的看法，并說明理由。

3）情感目標 使學生懂得人類的科學發(fā)明創(chuàng)造了豐富的物質(zhì)文明。培養(yǎng)學生的創(chuàng)造發(fā)明的能力和愿望

3．教學重點 掌握一般過去時的被動語態(tài)

4．教學難點 弄清主動語態(tài)與被動語態(tài)的差異，通過練習和運用加以鞏固

二．學情分析

1．初中生的抽象能力較低，形象思維能力強。但注意力容易分散。本單元通過多媒體課件和教師親和力的語言，增強興趣和注意力。

2．初中生的學習心理特點

1）興趣對英語普遍感興趣，求知欲盛。

2）記憶對刺激記憶手段多的知識記憶深刻，遵從記憶規(guī)律。

3）評價主要通過他人評價初步形成對自己的評價，所以很在乎他人的評價。同時自我意識不斷增強。因此在本課教學過程中，注意采用任務型教學為主，通過任務和不同的評價方式，提高學生參與意識。

3．初三上學期學生有較明確的學習動機和態(tài)度。本單元通過發(fā)明為載體，各種發(fā)明和發(fā)明家激勵學生求知的欲望。

三．教法滲透

1、教學設(shè)計思路與教材處理：

《新目標英語》中的具體語言目標是通過各種各樣的Tasks來實現(xiàn)的；學生需要運用具體而特定的行動來完成一定的交際任務。整個教學過程中，各種語言結(jié)構(gòu)與語言功能與不同的學習任務有機的結(jié)合。任務活動所謀求的效果不是一種機械的語言訓練，而是側(cè)重在執(zhí)行任務中學生自我完成任務的能力和策略的培養(yǎng)；重視形式在完成任務過程中的參與和在交流活動中所獲得的經(jīng)驗。因此本節(jié)課我將始終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得和積累相應的學習經(jīng)驗，讓學生在用中學，在學中用。

2、教學原則

l 活動性原則提倡學生主動參與，體驗，交流，合作，探究等多種學習。

l 合作性原則以學生為主體，師生合作，生生合作，體現(xiàn)教與學的互動，交往。

l 任務型原則任務驅(qū)動—激發(fā)動機；任務完成—激勵學習積極性；執(zhí)行任務—培養(yǎng)責任心和合作精神。

l 情感性原則激發(fā)學生學習英語的興趣和始終保持良好的學習情緒。

3、教法運用：

本單元主要采用任務型教學

在本課的任務型語言教學中，我將依據(jù)課程的總體目標并結(jié)合教學內(nèi)容，創(chuàng)造性地設(shè)計貼近學生生活實際的任務活動，吸引和組織他們積極參與，使學生通過觀察、思考、討論、交流和合作等方式，在一種自然、真實或模擬真實的情境中體會語言、掌握語言的應用。

4．教學手段

1）多媒體輔助：使用自制的課件，使抽象的語言變得直觀，為學生運用英語進行交際創(chuàng)設(shè)情景，實現(xiàn)師生互動，生生互動和人機互動的多向交流。

2）非測試性評價：傳統(tǒng)的評價觀念的出發(fā)點是學科本位，只重學科，不重學生發(fā)展。要體現(xiàn)新課程標準的實施效果，評價體系應該“正確反映外語學習的本質(zhì)和過程，滿足學生發(fā)展的需要”。為了達到這一目標，唯有重視形成性評價，充分發(fā)揮其積極作用，促進新的評價體系的形成。因此，本課我將各種活動設(shè)計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生學會自主學習，學會與人合作，培養(yǎng)創(chuàng)新意識以及具備科學的價值觀。

四、學法指導

新制定的《英語課程標準》把“培養(yǎng)學生學習英語的興趣，樹立自信心，培養(yǎng)良好學習習慣和形成有效策略，發(fā)展自主學習和合作精神”放在了首位。依據(jù)課改的精神，我從以下幾個方面對學生進行學法指導。

1、學習方法的指導

培養(yǎng)學生觀察力，想象力，記憶力以及思維能力。用生動的課件調(diào)動學生的感官進行聽說讀寫的訓練。

2、學習積極性的調(diào)動

我在教學過程中創(chuàng)造一種開放的，和諧的，積極互動的語言氛圍，把課堂變成有聲有色的舞臺，讓學生在樂中學。

3、學習能力的培養(yǎng)

通過連貫的聽說讀寫，游戲，競賽等，培養(yǎng)學生的交際能力，發(fā)展他們的思維能力。

4、學習策略的指導

本節(jié)課將在課堂活動中把學生分成四人小組的學習小組，讓他們圍繞著課堂任務分工合作，在活動中相互探討、相互交流、相互合作，從而獲得知識、技能和情感體驗，發(fā)展他們的能力。創(chuàng)建開放式，探究式的課堂，有意識滲透學習策略的訓練。我讓學生觀察課件畫面，回答問題，讓學生學會使用認知策略；讓學生表演對話，實現(xiàn)交際策略；引導學生交際，主動練習和實踐，是調(diào)控策略的體現(xiàn)。充分利用多媒體，錄音，卡片等是資源策略。

五.教學效果預測；

1．能夠掌握被動語態(tài)，并運用到一定的語言環(huán)境。

2．通過多媒體和任務的完成學生會突破難點，產(chǎn)生一定創(chuàng)造精神。

3．能完成教學目標，調(diào)動學生學習熱情。

六．課堂教學過程：

Ⅵ．Teaching Procedures

Step Ⅰ Lead-in (2 minutes)

We have inventions everywhere .Inventionsmake us live easily and happily. Without inventions,our lives will be much moredifficult. Today, we will know about a few inventions and talk about thehistory of them.

Showthe pictures of five inventions on the screen: a car,a Tv set, a telephone, acalculator and a computer.

T:Nowlook at these things.What are they?In what order do you think they wereinvented? Number them(1-5) (1=first,5=last)

Volunteersreport the answers.

S1:Ithink the calculator was invented before the computer.

S2:Idon’t think so. I think the calculator was invented after the computer.

Step Ⅱ 1a

This activity reviews vocabulary andintroduces new vocabulary which can be used to talk about inventions.

Read the inventions to the students.

Call the students attention to the five pictures. Tell thestudents that all of these things were invented in the last 150 years. Point toeach picture and let the students tell what it is.

Write the names of the five inventions on theblackboard.

computer, car, calculator, telephone, TV set

Have several different students guess andwrite the dates on the board.

Ask the class to repeat the questions andanswers like this.

T: When was the computer invented? Classrepeat.

Ss: When was the computer invented?

T: Good. Now Tom, what is your guess?

S1: 1965.

T: OK. Tom, repeat after me. The computer wasinvented in 1965.

T: Class, please repeat.

Ss: The computer was invented in 1965.

Repeat the process with several differentinventions.

Tell the children that they will find out thereal dates after they complete the lesson.

After that, ask the students the questionsbelow:

Questions:

1．Which one do you think is the oldest?

2．Which one is the newest?

3．Which one do you think is the oldest or the first invention?

4．Which one is the newest or last invention?

Ask different students to answer thequestions.

Have the students look at the exampleconversation in the box. Ask two students to read this conversation to theclass.

A: I think the telephone was invented beforethe car.

B. Well, I think the telephone was invented after the car.

Read the instructions again to the students.Remind them to remember the inventions from first to last.

Then have the students talk about the fiveinventions in groups of four, using the sample conversation as a model.

Ask several groups to tell the class theiranswers. The rest of the class listen to them and show they have differentanswers by raising their hands.

In the next activity you will find out thereal dates.

Step Ⅲ 1b

This activity gives students practice inunderstanding the target language in spoken conversation.

Get the whole class to read the instructiontogether.

Call the students attention to the five inventions in thepicture. Ask five students to say the names of them.

Then ask them to see the five dates with ablank line in front of each.

Well listen to a girl and a woman talkingabout the five inventions. They will talk about when they were invented. Listencarefully and match the inventions and the dates. Write the correct letter infront of each date as the sample given. Ask them to have a look at the sampleanswer. Tell them the answer in front of 1876 is d. That means that thetelephone, which is letter d, was invented in 1876. Play the recording thefirst time. The students only listen and try to catch the main idea.

Play the recording a second time. Let thestudents match the inventions and the dates. Check the answers by askingseveral to say the answers to the class.

If some of the answers are hard to get forthe children, tell them not to worry and they will make it next.

Then play the recording again. Pause aftereach sentence and let the students repeat. For some difficult sentences, getthe students to repeat several times. Be sure that they make everything clear.

Answers

d 1876 a 1885 e 1927 c 1971 b 1976

Step Ⅳ 1c

This activity provides guided oral practiceusing the target language.

Read the instructions and point to the listof dates in Activity 1b.

You will be talking about the dates thingswere invented with a partner.

Call the students attention to the example in the box. Ask apair of the students to read this conversation to the class.

SA: When was the telephone invented?

SB: Ithink it was invented in 1876.

Write the conversation on the blackboard.Then get the students to practice in pairs, using the information in Activity1b. Tell them to do it like this:

Student A, covers the dates. Students B, asks Student A when the things in the picture above were invented. Thenchange roles and practice again.

Ask several pairs to share theirconversations with the class.

Step Ⅴ Summary

In this class, weve learned to talk aboutthe history of inventions with passive voice. Weve also done some listeningpractice in understanding the target language in spoken conversation. And wevedone much oral practice, using the target language.

Step Ⅵ Homework

1．Write out two conversations in Activity 1a.

2．Write out two conversations in Activity 1 c.

Step Ⅶ Blackboard Design

When was it invented?

Section A

The First Period

1．The names of the five inventions:

computer, car, calculator, telephone, TV set

2．Target language:

A: When was the telephone invented?

B: I think it was invented in 1876.

When was it invented? SectionA(1a—1c) 英文說課稿

Good morning, everyone. It’s my pleasure to interpret my lesson heretoday. The lesson I’m going to talk about is the first period of Book 9 Whenwas it invented? I’ll describe my thoughts on teaching this lesson in thefollowing 4 aspects: analysis of teaching material, ways of teaching andlearning, teaching procedures and blackboard notes.

First of all, I’d like to give some analysis of the material and thestudents. This material is from Book 9 When was it invented? The language goal of this unit is “Talk aboutthe history of the inventions”.

In this period, students will get in touch with the passive voice. It’sthe first time for the students to get in touch with the passive voice. Thisgrammar item is a key point also is a little bit difficult. In this period, Iwill mainly let the students touch with the passive voice. They realizeinitially what the passive voice is constructed and what it expresses. Thatwill be OK. I make "talk about the history of inventions" as thelanguage goal of the class.

OK, that is all about my analysis of material. And then I want to talksomething about the students. In our school, the students dont have much timeto learn some inventions. So I ask them to get ready for this lesson and try tofind information about the four greatest inventions of ancient China and someother famous inventors and their inventions. So they can have a concert of whatthey will learn in this class. I hope the students can hit the following goalsafter this class: they can realize the passive voice initially; they can usethe sentence structures learned to discuss the inventors and their inventions;they can realize the ancient civilization of China, strengthen the proud offeeling.

According to the learning material and the analysis of the students, alsoon the basis of NE C, I set the learning objectives as follows.

By the end of this session, most of the Ss will be able to achieve thefollowing aspects. First of all, most of the Ss will be able to learn and usesome important language points, like calculator, bulb, invent, inventor,invention and so on. Second, Ss will be able to use the following sentencepatterns to talk about inventions: When was the car invented? It was inventedin…Who was the car invented by? It was invented by.... Third, Ss will be ableto write an article about great invention.

These are my teaching and learning objectives. And the focuses lie onhelping Ss improve their ability to find out the information they need afterlistening, and the ability to write an article about a great invention, usingthe passive voice. The difficulty is the using of the passive voice.

Then let me say something about the teaching methods. In order to reach myobjectives, I’ll design some pair works and group works to increase Ss talkingtime on the basis of the student-based teaching method. And I’ll design sometasks to improve Ss’ listening and writing skills mentioned above, on the basisof task-based teaching method. Besides, in order to make the lesson lively andinteresting, I’ll try to use modern equipments.

Ok, so much for the learning strategies. Next comes to my most importantpart, the learning procedures. My Ss will learn the lesson in 7 steps.

Step one is warming-up. First, I’ll greet the Ss with daily conversations.And then I’ll show them some pictures of the ceremony (2008 Olympic Games ) onthe screen to talk about the Chinese history and the four great inventions.

Then I’ll show the pictures of the four great inventions, and askstudents: Who invented …? And then present the new sentence patterns: -Who wasthe paper making invented by ? -It was invented by Cai Lun. -When was itinvented ?- It was invented in Donghan Dynasty After that, ask students to ask and answer inpairs, using the above sentence patterns.

Then I’ll say that we have known some ancient inventions, ask Ss “ Do youknow any modern inventions?” Ask Ss to tell as many as they can, such as car,telephone, light bulb, computer and so on. And then ask Ss: “When were theyinvented? And who were they invented by?” So we will come to step 3. Ss mayfind out the answer after listening.

After the third step, I’ll show more inventions on Bb, and ask Ss todiscuss them in groups of four. Then give a report. Ss should use the followingsentence patterns while they are talking.

- When was the laser invented?- It was invented in

- Who was it invented by?- It was invented by

InventionsWhen was it invented?Who was it invented by?

Laser1960Tony

airplane1903Light

E-mail 1971Tomlinson

telegraph1895Marconi

air-conditioner 1902Wailers

auto- dub machine1967Belon

ball pen1938Parishes

After the discussion part, we’ll go to step5-writing. Because after thelistening and discussion, it’s time for Ss to write something about aninvention. But first I’ll give Ss some oral examples about it. And examples cangive these students who are not good at English some help. And this oralpractice can make them easy to write the article. After the oral practice,we’ll come to write the article about a great invention. Before Ss write it,first I’ll help them how to begin the article. This can improve Ss’ learningstrategy. Before Ss write it by themselves, I’ll give them my examples, whichcan help those Ss whose English are not good to write. Next, the Ss will writethe article, and after they finish it, I’ll show them 2 articles from them toshare with them..

After the writing, it’s time to summarize what they have learned, andafter that, do some exercises, that will help to consolidate what they havelearned.

Exercises:

1.將下列主動句改成被動句：

1) Many people speak English.

2) We should look after our books well.

3) They make wood into desks.

4) They invited Tom to see a film.

2. They were invented ___ Julie Thompson.

A. as B. for C. by D. to

3. This watch _____ China

A. was made in B. was made by

4. — ____ was the car invented?— In1983.

A. When B. Why C How D. Who

5. Basketball ____ by people allover the world.

A. is enjoyed B. is like C. love D. enjoyed

Finally, I’ll tell Ss the homework and say goodbye to them.

That’s all about my teaching procedures. Next I’ll say something about theBb design. As we know Bb note is the miniature of the whole lesson. It candisplay the procedures of the lesson and the language points learned in thislesson. It’s good for Ss to get the clear idea of the whole lesson. And teachercan use it to review.

That’s all about my lesson talk. Thanks for listening it. Bye!

板書:

When was it invented? Period 1

When was … invented?invent

It was invented in …inventor

Who was … invented by? invention

It was invented by…calculator

Bulb

When was it invented? SectionA 英文 說課稿

A. Teaching material analysis:

1. My topic today is 1a-2c of section A in Go for it Unit 9. The languagegoal of this unit is “Talk about the history of the inventions”. The key wordsare:

scoop, adjustable, heel, battery, operate, slipper, bulb, invent, be usedfor.

2. The key expressions listed as follows :

When was the car invented?It wasinvented in

Who was the car invented by? It wasinvented by...

What is it /are they used for? It is/They are used for...

3. The difficult point is the new language function of passive voice.

B. Teaching anticipation

It’s the first time for the students to get in touch with the passivevoice. This grammar item is a key point also is a little bit difficult. In thisperiod, I will mainly let the students touch with the passive voice. Theyrealize initially what the passive voice is constructed and what it expresses.That will be OK. I make "talk about the history of inventions" as thelanguage goal of the class. In our school, the students dont have much time tolearn some inventions. So I ask them to get ready for this lesson and try tofind information about the four greatest inventions of ancient China and someother famous inventors and their inventions. So they can have a concert of whatthey will learn in this class. I hope the students can hit the following goalsafter this class:

1. They can realize the passive voice initially.

2. They can use the sentence structures learned to discuss the inventorsand their inventions.

3. They can realize the ancient civilization of China, strengthen theproud of feeling.

C. My thought for the design of this class

In this class, I will lead the students to have a tour to an Africanoriginal tribe and recommend some inventions in our daily life to improve theiroriginality situation, thus develop the topic. The activities involve three keysentence structures of this lesson:

When was it invented?

Who was it invented by?

What is it used for?

My post task is a letter from a student to Africans. It introduces theancient four greatest inventions of China. But there are many mistakes aboutthe passive voice. I get the students to correct them. Through the practice, the students canconsolidate what they learned today. What’s more, it can make the studentsrealize the glorious and ancient civilization of China.

D. Teaching procedures:

Step 1. Warming up

I present the language targets on the first page of ppt. It can makestudents realize what they are going to learn before class. So they will have abetter effect to learn it well.

Step 2. Lead-in

1. T: Today we are going to Africa. Well visit an ancient tribe. (Presentthe African original tribe picture)

T: They live in the house like this. (A dark house) What do they need?

S: Bulb.

Present the bulb that student said. Explain that this is an invention

T: It’s a kind of invention.

2. Present Edison’s picture,

T: Who is this man? (Edison)

S: He was an inventor.( Present the vocabulary inventor)

T: He invented many inventions.

Please say something about Edisonand the bulb.

S: Edison invented the bulb.

(The student can describe with the active voice which learned before)

Then change the positions, and then let the student say the relationagain.

(Design aim: I want to make the students find out what the passive voiceis. It will develop the ability of independent study)

3. Repeat the same steps with some other inventions (car and telephone).

Step 3. Activity1

T: The Africans want to know when the inventions were invented.

1. Order the inventions (1a)

Get the students to guess in whatorder the inventions were invented and number them from 1-5. They can discusswith their partners:

S1: I think the telephone wasinvented before the car.

S2: Well, I think the car wasinvented after the telephone.

2. Listen to the tape and find the time of the inventions. ( 1b )

Then check the answer and knowwhose order is right.

3. Pairwork (1c )

Make conversations using the timetable in 2a.

(Goal: do 1a-1c. withdraw the knowledge dot and practice.)

Step 4. Activity2 Have a try

T: Let’s learn some other inventions.

- When was the laser invented?- It was invented in

- Who was it invented by?- It was invented by

InventionsWhen was it invented?Who was it invented by?

Laser1960 Tonys

airplane1903 Light

E-mail1971 Tomlinson

telegraph1895 Marconi

air-condition1902 Wailers

auto-dub machine1967 Belon

ball pen1938 Parishes

(Goal: practice the key sentence structures with some other inventions andopen the students mind at the same time)

Step 5. Activity3 What are they used for?

T: The Africans know when the inventions were invented. And they want toknow what they are used for.

Show a conversation between Bell and an African

African: What’s the telephone used for?

Bell:It’s used for talking with people.

1. What are they used for? (Present a sheet of inventions)

1) Discuss in groups of four.

2) Get the students to guess. Theycan have their own ideas.

2. Guessing game

Divide the whole class into two groups and have a competition. The groupgives out more correct answers in three minutes will be the winners. One oftheir members will read for them with the information in the cards. The wordsin the cards are like this: Bell, telephone, 1876, talking with people

Students can rob the answer while reading the information.

The teacher needs to get ready for the cards before class.

(Goal: play a guessing game like Lucky 52 which students are interestedin. Its used for consolidating the key sentences and passive voice.)

Step 6. Activity4 Reading

T: The Africans are very glad to know so much about the inventions. Sothey’d like to read some other articles about other modern inventions.

Give the listening material and the forms to the students before class

1. Read the conversation and fill inthe chart

InventionsWho was it / they invented by? What is it/are they used for?

Shoes with adjustable heelsscooping really cold ice cream JulieThompson

2.Check the answer

3.Read after the tape together and read the new words

(Goal: 2a/2b is listening material. I design it as a task reading. We havelearned the sentence structures in the step above. )

Step 7. Activity5Small inventors

T: Show time! Show your inventions to the Africans! (Prepared)

1. Survey

Four students as a group, one student works as a reporter to interview theother three students and fill in the chart.

InventionsWho was it invented by?When was it invented?What is it use for?

2. Report Make a report about theirnew inventions

… Was invented by … it was invented in.... It is used for

(Goal: practice the key sentence structures surrounding the language goal.Develop the student’s have fantastic ideas and consciousness of the inventioninnovation)

Step 8.Activity6 the four greatestinventions of ancient China

1. Show the four inventions, the inventors, the invented time, the usageto get the students to match them.

2. Show a letter from a student to an African, there are many mistakes,get the students to correct them.

3. Write the correct letter if time is permitted.

(Goal: make the student consolidate passive voice. students can realizethe ancient civilization of Chinese, self-confident and proud of feelings.)

Step 9. Summary

1. The passive voice

被動語態(tài)的構(gòu)成: 助動詞(be)+動詞過去分詞 (done)

am/is( are) + done 一般現(xiàn)在時

was (were) + done 一般過去時

2. Expressions

When was the car invented? It was invented in 1876.

Who was the car invented by?It was invented by Ford.

What are they used for?They are used for driving.

Step10 .Homework

? Copy the new words three timesand remember them

? Finish Homework A Page 1

? Write the corrected letter to theAfrican.

? Preview : new words andexpressions

When was it invented? Section A(1a—1c) 說課稿

各位評委老師：

大家好！我說課的內(nèi)容是新目標英語九年級上冊第九單元“When was it invented?’’的第1課時，即Section A(1a—1c)。下面我將從以下幾個方面進行說課。

一．教材分析

這個單元圍繞“發(fā)明”這個話題，讓學生通過了解不同東西的發(fā)明歷史和用途來學習語法項目——被動語態(tài)。再通過聽、說、讀、寫訓練熟練掌握語言知識和技能，最后讓學生分析自己身邊的發(fā)明的優(yōu)缺點，從而進一步認識世界并改造世界。同時，教材內(nèi)容從基本語言知識到語言綜合知識的運用，層層遞進，引導學生進行有目的學習語言。

二．教學目標

1.知識語言目標：能夠讓學生掌握重點詞匯：invent,calculator,computer,car等。

讓學生掌握一般現(xiàn)在時和一般過去時的被動語態(tài)以及其陳述句和疑問句。

2. 能力目標： 學會談論發(fā)明的歷史，認識些被發(fā)明的事物；能用被動語態(tài)進行對話。

3. 情感與價值：樹立科學觀念，培養(yǎng)積極探索，勇于創(chuàng)新的精神。

三．教法策略

以任務型教學策略為主，利用多媒體向?qū)W生展示發(fā)明物圖片、聽力訓練法（處理聽力材料）、并輔助個人、小組對話和圖片等興趣策略教學。如在新授單詞時，通過一些圖片，幻燈片等進行分析教學，以致于從視角引起他們注意從而記住單詞。采取任務型教學策略的目的是主要是讓學生多練多用，在做中學、學中樂、樂中掌握知識。

四．學習策略

通過角色表演，掌握如何利用被動語態(tài)談論發(fā)明，在完成任務的活動中主動的學習語言，養(yǎng)成繼續(xù)學習英語和學好英語的良好習慣。強調(diào)學生不僅要在課上積極發(fā)言、多練，并鼓勵他們課后成立英語學習興趣小組、英語角等，且鼓勵學生積極參加。

五．重點、難點分析

重點詞匯在對話和圖片中解決。如：invent, calculator,computer,car等。

難點：聽力訓練；用被動語態(tài)談論發(fā)明的歷史和發(fā)明的用途來進行口語訓練。

六．教學準備：黑板、圖片、錄音機、投影儀、一些發(fā)明實物。如：玩具汽車、電話機等。

七．教學過程

1、課前任務設(shè)置，在每一節(jié)課，我讓學生提前預習。課前3分鐘我讓學生學唱“big ”big world ”的歌曲，目的是激發(fā)他們學習熱情，另一方面鈴聲響的時候，首先檢查學生對第八單元單詞的記憶情況。然后讓學生看著屏幕，用“When was carinvented?”等句子問，用It was invented in1885回答，之后通過圖片展示推出其他的發(fā)明和新授的單元內(nèi)容。在此期間，讓學生感知“When was it invented? It was invented in…”的重點句型結(jié)構(gòu)，把單詞教學融入句型，培養(yǎng)學生在情境中理解記憶單詞的能力。

2、為了更好的提高學生的理解能力，讓學生有目的地完成Activity1a.請學生注意五幅圖片，告訴學生這些發(fā)明是在過去150年發(fā)明的。通過投影儀展示圖片，同時讓學生說出發(fā)明的名稱。老師在黑板上寫下：computer,car,calculator,telephone,然后說出問題：When was thecomputer invented?再回答： The computer was invented in 1976.學生重復When was thecomputer invented? The computer was invented in 1976.接下來請學生看方框中的對話并復述。然后要求學生就五個發(fā)明物或自己的小發(fā)明進行小組對話。從而提高學生口語能力，幫助學生掌握被動語態(tài)。

3．完成1a部分后，為了更好的鞏固學生對發(fā)明的理解程度，讓他們通過1b進行聽力訓練，培養(yǎng)學生在用中學、學中用的能力。首先請一個學生說出1b 中五個發(fā)明名字，然后播放錄音，同時讓學生把發(fā)明物和發(fā)明的日期配對，最后檢查答案。

4.為了更好的運用被動語態(tài)，請學生練習1c，然后請兩個同學把對話說給同學們聽.When was the telephone invented? I think it was invented in 1876.接著讓學生用1a里的發(fā)明物或自己的小發(fā)明進行分組練習，最后請幾組把他們的對話和全班同學一起來分享。

5、總結(jié)本節(jié)課所學的知識，梳理知識結(jié)構(gòu)。

6、布置作業(yè)

總之，這堂課通過聽、說、讀、寫訓練，讓學生熟練掌握用被動語態(tài)來談論發(fā)明的歷史和用途，利用二人小組活動，學生討論各自對發(fā)明創(chuàng)造的想法以及他們自己的小發(fā)明，開闊學生的思路，讓學生展開豐富的想象翅膀，培養(yǎng)學生的創(chuàng)新精神。

When was it invented? Section B(1a—2c)英文說課稿

1.Analysis of teaching material

2.Analysis of teaching methods

3.Teaching procedures

4.Teaching reflection

Part1 Analysis of the teachingmaterial

1. Status and function: This is thefirst part of Section B, it links thepreceding with the following in Unit 9. Not only does it help the studentsreview the food words and the Passive Voice they have learnt before, but alsoit helps them learn to describe different tastes and talk about the history ofthe invention. Such a topic is related to daily life, so it is helpful toinspire the studentslearning motivation and interest.

2. Teaching aims and demands

Knowledge aims:

☆ The target words: crispy, salty, sour, chef, sprinkle, by mistake.

☆ The target language: Did you know potato chips were invented by mistake?

Wow, I didn’t know that. Who invented them? ...etc.

Ability aims:

☆Be able to describe different tastes using the target words.

☆Train the studentslistening, speaking, reading and writingskills with the target language.

Moral aims:

Cultivate the studentsability of observation, imagination andtheir spirit of innovation.

3. Teaching emphasis and difficulties:

Important points

The target words and language.

(According to the English syllabus and the language structures in thislesson.)

Difficult points:

The listening practice and correctly express the history of the invention.

(According to the teaching prediction and the students cognitive level)

Part 2 Analysis of teaching methods

1. Teaching methods:

“Task-based teaching method “with the help of useful situations to classifythe tasks and give different students different evaluations.

(To make language learning successful through a step-by-step progressionthat builds confidence and leads to open-ended activities.)

2.Teaching aids:

Multimedia computer, Tape recorder, PowerPoint.

(According to the studentspsychological characteristics. They enjoymusic, pictures and cartoons.)

Part 3 Teaching procedures

Step 1 Brainstorming

Play guessing games: what inventions are they?

One student comes to the front to guess, the others describe an inventionshown on the screen using the passive sentences: It’s used for… It was inventedby…It was invented in…etc.

Take turns to show ‘light bulb, alarm clock, microwave oven’with someother helpful pictures that center about them nearby on the screen.

(Purpose of designing: To guide the students to review what they learnedlast lesson)

Step 2 Leading-in

T: The microwave oven reminds me of some delicious food. I will play acartoon called “music food” My favorite food is in it. Try to guess what it is.

Every time when they give a guess, I will express my like and dislike by usingsome adjectives like sweet, crispy, salty, sour . Make sure they know themeanings of them. For example:

S:Chocolate

T: It’s very crispy, but it’s too sweet. I don’t like it Can you guess themeaning of ‘crispy’? It describes food that is hard .dry and easily broken.

S :Milk.

T:I prefer sour milk to milk. Do you know ‘sour’? Oranges sometimes tastesour.

S: Fish.

T: yes! Fish is my favorite, and I especially like salty fish that issprinkled with a lot of salt.

During this course, write down the new words on the blackboard..Finallyplay a leading role to read them.

(Purpose :To arouse the students interest ,createuseful situations for them to learn the new words. Prepare for the next step. )

Step 3 Practice

Task One writing

1a.Show four food pictures on the screen and get the students to describehow the food tastes and write them down.

1b.Ask them to list the words of the food that has different tastesaccording to the headings on the screen as many as possible .

sweet crispy salty sour

The teacher moves around the classroom to provide help for the studentswho have trouble in spelling some hard words and choose three students whowrite different words from one another.

(Purpose: To practice using the target words and review the food wordsthey have learnt before.)

Task Two Speaking and acting

Get the three students to the front, divide the class into four groups:

Sweet Group , Crispy Group, Salty Group , Sour Group

Game begins: The three students read their words loudly in class one byone without repetition, the group members should stand up as soon as they heara word that belongs to them. Call out the students who stood up by mistake andhave them guess the meaning of ‘by mistake’.

(Purpose: This is employed to show the words they wrote and link thetarget words with the food words, and get the whole class moving.)