【推荐重点】2019九年级英语全册 Unit 6 When was it invented Section B教学设计
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1 Unit6 when was it invented
设计思路
《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的；学生需要运用具体而特定的行动来完成一定的交际任务。整个教学过程中，各种语言结构与语言功能与不同的学习任务有机的结合。任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养；重视形式在完成任务过程中的参与和在交流活动中所获得的经验。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用。
材料分析
本课是九年级第六单元“When was it invented?”本单元涉及内容是本书当中比较重要的一部分。被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。
另外通过对我们熟悉经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。
学情分析
教学目标
1）知识目标 扩容新单词，提高阅读能力。理解和良好运用被动语态。
2）能力目标 能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发表自己的看法，并说明理由。
3）情感目标 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.
重难点：
教学重点 掌握一般过去时的被动语态
教学难点 弄清主动语态与被动语态的差异，通过练习和运用加以巩固
教学方法
本单元主要采用任务型教学，在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
教学资源
多媒体
教学过程 2 教学环节 教师活动 学生活动 设计意图
Step 1
Ⅰ. Warming up
1. Let Ss watch an
interesting picture.
2. Ask some questions about
them.
1. What did they eat?
S1: Ice cream.
2. What did the big dog
think of the ice-cream?
S2: Sweet, cool, and
delicious!
Well let’s look at
some other delicious food,
please.
Tell Ss that the words
in the box describe how food
can taste.
Write them under the
correct pictures. Some
pictures have more than one
word.
Students discuss the questions
and answer
. Ss work with their partners
and try to write some proper
words under the pictures.
培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练
Step 2 Listening practice
Tell Ss the
conversation is about how
the potato chips were
invented. The story is very
interesting
First, let one Ss read
the sentences in 1c. Make
sure they know the meaning
of each sentence.
Play the recording for
the Ss. Listen for the first
time. Play the recording
again and judge T or F.
Listen and answer the
questions.
1. Let Ss read the article
in 1d first. Tell Ss to
listen again and fill in
the blanks with the right
words. T or F
1. Potato chips were invented by
mistake.
2. They were invented in 1863.
3. The customer thought the
potatoes were not thin enough.
4. The customer said they were
not salty enough.
5. George wanted to make the
customer happy.
6. The custom was happy in the
end.
Listen and answer:
1. Who invented potato chips?
2. When were they invented?
3. What did the custom order at
the restaurant?
4. What did the custom think of
the potato chips George
cooked at first?
5. How did George cook the
通过taking notes，培养学生听力微技能——记录关键信息的能力。
3 2. Play the recording again
for the Ss to listen and
write the words.
Pair work
1. Work in pairs. Make a
conversation about the
invention of potato
chips. Use the
information in 1c and
1d.
2. Ask some pairs to act out
their conversation in front
of the class.
potatoes then?
Play the recording again for the
Ss to listen and write the
words.
The History of Potato Chips
Do you know how potato chips
were invented? Potato chips
____________ by a cook called
George Crum. They were
invented in ____.
George Crum cut the potatoes
really, really ____ and then
cooked them for a long time
until they were _____.
Finally he put lots of salt on
them so they were ____.
Keys: were invented, 1853,
thin, crispy, really salty
通过checking（自查、互查），培养学生养成检查的良好习惯，避免有一些单复数、大小写、拼写等错误。
Step 3
Show some pictures of
playing basketball. Ask Ss
some questions about
basketball games. Discuss
the sport with your partner
and share your ideas with
the class.
T: Do you like basketball?
(What’s your favorite
sport?) S1: Sure. I
like it very much.
T: Do you watch
basketball games?
S2: Yes. I like to watch
the NBA and CBA.
T: Do you know the history
of basketball game?
Now let’s work on 2b.
First read the questions
below. Then try to read the Fast Reading
Tell Ss to read the passage
quickly. And find the main idea
of each paragraph.
Keys:
1. The main history of
basketball.
2. How the basketball was
invented by James.
3. The popularity of basketball
around the world.
Careful Reading
1. T: Now let’s read the mind
map in 2c. Try to understand the
meaning of the map.
Ask Ss to complete the mind
map with the information in the
passage.
Mind-mapping
Changing the information you
read into a mind map may help
you remember it more easily.
2. Ss read the passage carefully
and try to fill in the mind map
with the proper words.
让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力.
