Unit6WhenwasitinventedGrammar-4c教学设计.docx

Unit6Whenwasitinvented?Grammar-4c教学设计一、教材分析本课选自人教版新目标英语九年级第六单元。本单元以发明为主题，引导学生在第五单元介绍产品、艺术品的基础上，进一步利用被动语态来介绍发明物的用途以及背后的故事和历史。本节课的语法梳理符合单元话题，以对发明物的介绍进行感知。在学习后，学生不仅能对被动语态运用的情境有所理解，并能和主动语态有所区分。更重要的是，学生能通过情境理解被动语态在一般现在时和过去时的运用。二、学情分析在上一单元的学习中，该班同学已经初步感知和操练了运用被动语态介绍产品和句子，对于一般现在时中的被动语态比较熟悉。但还有一部分学生对于被动语态的语法结构不了解，不懂得在适当的情景当中运用。同时，对于被动语态的过去时形式，很多学生还不懂得如何变化。三、教学目标1、学生能够掌握主动语态与被动语态的区别，被动语态句子的结构以及使用范围；2、学生能够在语境中判断该运用主动语态还是被动语态，并正确的开展表达；3、学生能借助思维导图复述关于电话发明过程的短文；4、学生能够正确、恰当运用被动语态来介绍发明物的用途以及背后的故事和历史。四、教学方法Task-basedTeachingMethod；SituationalApproach；Audio-visualapproach五、教学过程Step1:Review:AnAccidentalInventionStudentscompletethepassagewithpassivevoice.Tea(invent)byShenNongabout5,000yearsago.AbooknamedChajing(write)byLuYu.Thebookdescribeshowteaplants(grow)and(use)tomaketea.Italsodiscusseswherethefinesttealeaves(produce)andwhatkindsofwater(use).Itis(believe)thatthetea(bring)toKoreaandJapanduringthe6thand7thcenturies.Nowmanypeoplearoundtheworldknowaboutteaculture.ButChinesearetheoneswhobestunderstandthenatureoftea.设计意图：激活学生思维和语言储备，做好开展被动语态学习之旅的热身。激发学生对作为一名中国人的自豪之情。Step2：PresentationTeawasinventedbyShenNongabout5,000yearsago.T:Whoinventedtea?S: ShenNonginventedteaabout5,000yearsago.AbooknamedChajingwaswrittenbyLuYu.T: WhowroteabooknamedChajing?S:LuYuwroteabooknamedChajing.设计意图：再次呈现文中被动语态的句子，引导学生对比被动语态与主动语态的句子结构，强化学生开展对主语为doer施动者或recipient受动者的判断意识，理清句子由主动语态变为被动语态的过程。Step3：ExercisesPresentapictureandask“Whoisshe?”"SheisZhangJing.ShetranslatesfromChineseintoEnglishorfromEnglishintoChinese.Sheisanexcellenttranslatorandsheisgoodattranslation.Studentsreadthedifferentverbformstogether.1. Theysoldthefridgeatalowprice.2. Somebodystolemycamerafrommyhotelroom.3. Wheredidyoutakethesephotos?4. Ourparentsadvisedusnottogooutalone.5. Differentwriterstranslatedthebookintodifferentlanguages.Studentsdotheexercisesaboveandpresentonestudent'sanswerontheprojectorandcorrectthemistakes.设计意图：借助图片引导学生在情境中学习新的单词，词不离句,句不离文。学生通过改写句子练习被动语态，教师引导学生关注典型错误。Step4：Whentousepassivevoice(1) Thedoerofanactionisnotknown.(不知道施动者是谁)e.g.TheGreatWallwasbuiltintheMingDynasty.Manypeoplewerekilledinthewar.(2) It,snotnecessarytomentionthedoer.(没必要指出谁是施动者)e.g.Thebookwaspublishedin2000.(3) Therecipientofanactionisacenterofaspeech.(需强调动作承受者)e.g.ZhaozhouBridgewasbuiltbyLiChunintheSuiDynasty.(4) Thedoershouldbeavoidedindiction.(应回避施动者)e.g.It,shopedthatsuchthingswouldnothappen.设计意图：学生在齐读例句的过程中感知何时运用被动语态，总结、理清被动语态的使用范围。Step5：4b1.Youtothepartylastnight,weren,tyou?Whydidn'tyougo?2. Theearthquakehappenedallofasudden,butluckilythevillagerstoasafeplace.3. Thedoorwhenwearrived,sowethebell.4. Thestudentsnottoeatordrinkinclass.ButRubytherulewhenshestartedeatingabiscuitinscienceclass.5. Thecookiesbythehungrykidsinlessthan20minutes,andtheyreallythem.设计意图：学生借助图片学习新的单词，学会借助语境判断主语是施动者还是受动者，继而运用正确的语态完成句子。Step6：4cThetelephone(invent)byAlexanderGrahamBell.He(bom)in1847.Mr.Bell(work)ontheinventionofthetelephonewithThomasWatson.In1875,Mr.Bell(Ieam)howtosendmusicalnotesthroughaninstrumentsimilartoatelephone.Finally,thetelephone(invent)in1876.Thefirstsentencethat(say)onthetelephonebyMr.Bellwas"Mr.Watson,comehere;1wanttoseeyou.,Todaythetelephone(use)aroundtheworld.Studentspracticeinpairs.Oneistheinterviewerandtheotheristheinterviewee.Askandansweraccordingthepassage.Studentsretellthepassageaccordingtothemindmap.设计意图：由句子上升到语篇层面开展对被动语态的练习和运用,通过采访者和受访者的角色扮演练习强化对短文信息的把握，借助思维导图运用被动语态开展复述，由教师示范，到一起尝试复述，再到组内练习，逐步内化语言，培养学生清晰的逻辑思维能力和综合语言运用能力。Step7WatchandwriteThe Invention of Robot ArmsWritingStudentswatchavideoaboutrobotarmsandthenwriteabouttheinventionaccordingtothevideoandtheinformationcard.inventedby：GeorgeDevoltime:1960theideawasborn:inagarage（汽车库）workedwith:JosephEngelbergworkers:werereplacedarecontrolled:byacomputerwerenotaccepted:inAmericaatfirstwereaccepted:inJapanareusedin:factories设计意图：在观看短视频的基础上根据信息卡写出关于Robotarms这一发明创造的短文，培养学生综合语言运用能力。Step8:Homework1.evelA：Readyourcompositiontoapartnerandimproveit.1.evelB:SurfontheInternetandfindmoreinformationabouttheinventionyouareinterestedinandwriteaboutit.六、板书设计Unit6Whenwasitinvented?Grammar-4cSimplepasttenseThestructureofpassivevoice:S+was/werePP+O+.七、课后反思可以在课前布置任务，让学生上网查阅自己感兴趣的发明的相关信息，让学生在课堂开展差异化和个性化的写作练习。应重视学生Readaloud练习，帮助学生逐步掌握朗读的节奏和技巧，培养读书的感觉，让学生感受语言所蕴藏的力量,在语言和学生的内心世界之间搭起一座桥梁。针对学生的发音错误不能只是简单指明，应该多强调一下，让学生多读两遍。可以让学生建立个性化的“词汇本”，将自己没掌握好的单词和新学到的单词整理到本子上，定期复习，日积月累，扩大词汇量。语言练习的形式应该多样化,通过多模态的教学设计，让学生在形式多样的学习活动中掌握语言。