unit 6 when was it invented？（第2课时）教案

Unit 6 When was it invented？（第2课时）一、教材分析：本课选自初中英语新人教版九年级（2014）新改版。谈论的话题是有关“发明”的话题。要掌握的结构是被动语态。本课时的教学内容是听力与口语相结合，重难点是词汇和短语教学。二、三维目标：1.知识和技能目标：1）谈论重要发明的发明时间，发明者和用途。 2) 了解薯条、茶和篮球的发明历史。2.过程与方法目标：1）能运用所学知识练习被动语态的句式。 2）能用所学句型进行交际练习。3.情感、态度和价值观目标：充满想象力，善于观察事物，面对难题，用积极的态度解决，发挥创造能力，认识世界，改变世界。三、 教学重点：单词，短语和句型。四、 教学难点：运用被动语态谈论重要发明的时间、发明者和用途。五、 教学策略：通过谈论重要发明的练习，充分掌握被动语态的用法.六、 教学准备: 多媒体课件 教科书 课前预习学案。七、教学环节：DISCOVERING LANGUAGE(1).Look at the screen and complete the questions. Let the students do it by themselves on their books，and ask one to show his answers to the class. The answers are：1)It was invented in 1876. 2)It is used for traveling. 3) It is used for seeing in the dark. 4)It is used for serving really cold ice cream. (2). Complete the following questions；using the word cues；make necessary changes. Let students do it by themselves and the teacher move around the classroom，give them the necessary help. Check the answers： 1). invented2). drinked3). produced4). brought5). tradedDEVELOPING SKILLS1. Listen and choose the best response to what you hear. First listen only, then do it the second time.2. Listen to Miss Greens lecture and decide whether the following statements are true or false. Make the answers by class themselves.3. Work in pairs. Interview the partners in your group, ask them some questions and write down, then report to the class. Read the passage and choose the best answers Tell the students to read the dialogues carefully，and think it over，then complete it. First ask the students talk about his or her answers with classmates.Check the answers : 4b. 1. were invented 2. were brought 3. was locked ; rang 4. were telled ; broke 5. were eaten ; liked4c. was invented ; was born ; worked ; learned ; was invented ; was said ; was usedhomework1.Write a passage about a new invention and introduce it.2.Do some relevant exercises . (设计说明：运用并拓展本课时所学知识，让学生在写作中进一步巩固所学知识，并掌握本课时的新词和短语。）语法 : (一) 语 态 分 类英语动词有两种语态.，主动语态和被动语态。主动语态表示主语是动作的执行者，被动语态表示主语是动作的承受者。如： They will build a new bridge over the river. (主动)A new bridge will be built over the river. (被动)汉语中常用“被”、“给”、“由”、“受”等词用来表示被动，而英语用：助动词be + 及物动词的过去分词构成。 (二) 被动语态的时态、人称和数的变化主要体现在be的变化上，其形式与系动词be的变化形式完全一样。一般现在时：am / is / are + done一般过去时：was / were + done一般将来时：shall / will + be done一般过去将来时：should / would + be done现在进行时：am / is / are + being + done过去进行时：was / were + being + done现在完成时：have / has + been + done过去完成时：had + been + done将来完成时：shall / will + have been + done过去将来完成时：should / would + have been + done 注被动语态没有将来进行时和过去将来进行时。八、板书设计：Unit 6 When was it invented？1. When was it invented ？ Who was it invented by ? Whats it used for ?2.The Passive Voice： Be +动词的过去分词形式3. be used for doing sth 九、教学反思：本课主要话题是谈论重要发明的发明时间、发明者及用途。主要练习被动语态的句式用法。难度较大，但是学生们对发明话题很感兴趣，所以学习积极性很高。反思这堂课的教学，我认为优点有以下几点：1、从学生熟悉的话题入手，引导学生理解课文；本节课教师从学生熟悉的发明话题入手与学生进行讨论，学生接受，全员参与，很好的调动了学生的学习热情，为整节课做好了铺垫。通过第一遍听录音回答简单问题，到第二遍听进一步回答问题，再到最后听并跟读，教学设计有层次性，由简到难，由浅到深，引导学生一步步进行学习。2、利用点读笔做听读训练，方便高效，学生喜欢； 在学习单词和课文的环节，我利用点读笔的功能让学生听录音进行学习，由于点读笔发音清晰纯正，因此听得清，模仿得也好。学生最后朗读的时候不仅有声有色，表情也自然而然带了出来。由于模仿效果好，学生有了自信，特别是我利用点读笔下去到学生中间点读的时候，很多学生非常兴奋，声音洪亮整齐地到读课文。课堂气氛非常热烈。合理利用点读笔的功能，可以有效提高学生的学习效率，学习效果和学习热情。小学生处于学习英语的初级阶段，对正确的语音语调