人教版九年级Unit 6 When was it invented -Section B 3a—3b Self check-ppt课件-(含教案+视频+素材)-部级公开课-(编号：909ea).zip

1、上课素材： 防溺水手环 Kingii 详见官网英文介绍： http:/ 人 教 版 初 中 英 语 Learning activities: 1 Brain-storming2 Mind-mapping3 Group-discussing4 Greeting and leading in 5 Invention-describing 6 After-school activity TeachingTeaching aimsaims Use the target language “the passive voice of past tense, was/were+done” to descri

2、be an invention. Develop the abilities of thinking, problem-solving, cooperating, imagining and creating through activities by answering questions. Realize that needs, problems and experiences in our life are sources of invention and creation. Be thankful to the life. Learning aims : (After this cla

3、ss, students are able to) Activity1Greeting and leading in Do you have anything that you dont like to do? Do you have anything that bothers you? Activity1Greeting and leading in According to World Health Organization data, drowning is one of the ten top causes of death among children and teens aroun

4、d the world. About 372,000 people die because of drowning every year. More than half of the drowning victims are less than 25 years old. Drowning dran Activity2Brain-storming How can we avoid drowning except being more careful? Is there anything that can help to solve the serious problem? life jacke

5、t life buoy life boat Activity2Brain-storming The invention: a portable flotation device (便携式漂浮便携式漂浮 装置装置) Name: the Kingii Wearable (防溺水防溺水 手环手环) Be used for: avoiding drowning Activity2Brain-storming What do you want to know about the invention? Can you write down your questions about Kingii in a

6、group? Activity2Brain-storming Can you use the pad to find the answers to your Qs by yourselves online? Then write down your answers. Useful Tips: Kingiichoose an English website about Kingii () If English websites are difficult for you, Chinese websites may help you understand better. Activity2Brai

7、n-storming Activity3Mind-mapping Q1. Why did the inventor Tom invented Kingii? Q2. What situations can it be used? Q3. Do you think it is useful in our daily life? Q4. Do you want to buy one? Q5. If you are a business person, how can you sell Kingii to the class successfully? (The websites and a min

8、d map may be helpful.) Activity3Mind-mapping Activity4Group- discussing What did the two students idea for their inventions come from? Inventions come from our daily life. Activity4Group- discussing Discuss about one thing that you dont like to do or bothers you most. Then think of an invention that

9、 could help to solve the problem and make notes in a group. Problem1. _ New invention2. _ What it is used for 3. _ _ Quickly taking notes in class A special pen taking notes as quickly as the speaker says Activity5Invention- describing Imagine you are taking part in a Science Fair in Shanghai. Work

10、in a group to write a description or make a poster for your groups new invention. How can you succeed in selling your inventions? Tips: Pictures, mind-maps, lists may help you (Use the pad to search what you want when you need) Activity5Invention- describing Activity6After-school activity How can yo

11、u make your invention more popular? Work in a group to make your description or poster more lively or attractive. Show off inventions at School Science Fair. Tips: Different forms are welcomed, such as PPT, video, Tik Tok, and so on. Summary What have you learnt in this class? I can I am able to I g

12、ain I learn how to 人 教 版 初 中 英 语 Unit 6 When was it invented? Section B 3a-selfcheck 一、设计理念一、设计理念 本节课以 inventions 为主线、多模态语篇为依托，对整个读写任务进行项目式活动规划、 通过“学习理解能力、应用实践能力和迁移创新能力”三种学科能力层层递进的语言、思维、 文化相融合的问题式学习活动，进行英语学科与教育信息化深度融合的教学课例探讨。 二、教材分析二、教材分析 Go for it 新目标英语教材，实行的是新课程标准，采用的是融会话题，交际功能和 语言结构为一体的任务型语言教学模式。

13、本教学设计内容为人教版Go for it九年级 Unit 6 When was it invented? Section B 部分内容。本单元主要学习一般过去时的被动语态，A 部 分学习掌握基本的语法知识和语言知识，B 部分是知识的拓展和综合的语言运用。教材以 Inventions 为中心话题展开学习活动。从前面大量的信息学习输入到本节课的信息学习产出， 作为本单元最后一个课时学习内容，它既是本单元的写作课，也是单元学习总结课。 三、学情分析三、学情分析 本节课以九年级学生作为教学对象，学生在上一单元学习了一般现在时的被动语态，在 本单元 Section A 和 Section B 已学习掌握

14、了本单元语言知识一般过去时的被动语态，并对 inventions 这个中心话题有比较深入的探讨。经过几年英语学习的积累，大部分学生具备扎 实的语言基础，九年级毕业班学生即将迎来中考，他们有较明确的学习动机、良好的学习态 度、较强的求知欲望和一定的思考分析能力。基于综上所述学生情况，本教学设计将设定以 下学习目标、重难点及学习方法。 四、学习目标四、学习目标 1. 语言知识目标：学生学会运用本单元目标语言一般过去时的被动语态 was/were+done 来描述发明物。 2. 语言技能目标：学生通过问题式学习（PBL：Problem-based learning）在活动中发展 学科思维能力、问题解

15、决能力、团结合作能力、想象力和创造力。 3. 情感态度目标：学生意识到发明来源于生活，我们要感恩生活中的问题，它们是发 明创造的源泉。小发明改变生活、改变世界。每个人都是发明家。 五、学习重难点五、学习重难点 1教学重点：学会运用一般过去时的被动语态描述发明物。 2教学难点：学会通过自己设计发明来解决生活中遇到的困难。 2 六、学习方法六、学习方法 1. 问题式学习（PBL：Problem-based learning） 2. 活动任务型学习(Task-based learning) 3. 竞争式小组合作学习(Cooperative and competitive learning) 七、教学

16、资源七、教学资源 教材、学案、黑板、粉笔、多媒体课件、智慧课堂 八、教学过程八、教学过程 学习活动 （时间） 活动内容设计意图 学科能力层次 及活动模式 Activity 1: Greeting and leading in (3 mins) 1. T greets Ss by asking Qs, “Do you have anything that you do not like to do? Or do you have anything that bothers you?”. 2. T tells Ss that she has something that always bother

17、s her. That is Ss safety especially drowning problem. 3. T asks Ss to think about the Qs, “How can we avoid drowning except being more careful? Or is there anything that can protect us from drowning? Lead in the topic “Inventions” for this lesson. 通过倒推思维使用本 节课要解决的问题直 接导入主题，把学生 生活中存在的问题引 入到课堂活动中来， 引起

18、学生注意，激发 学生兴趣和动机，利 用多模态教学资源创 设主题语境，让学生 感知主题，引导学生 思考：发明源于观察 生活解决问题，从而 导入本课主题 “Inventions”。 学习理解能力： 感知注意 CW Activity 2: Brain- storming (5 mins) 1. T tells Ss that an invention, “a portable flotation device called Kingii” has effectively avoided drowning. Then T has Ss write Qs about the invention in a

19、 group. Qs may be: When was it invented? Who was it invented by? How is it used? etc. Ss write their Qs in the discussion area on the pad. 2. Ss try to find answers to three of the Qs by searching the Internet in a group. Then Ss read the Qs and answers together and review the target language of thi

20、s unit at the same time. 以“防溺水手环 Kingii”这个产品为载 体展开学习应用活动， 通过学生提问有关 Kingii 的问题进行一 般过去时被动语态的 旧知回顾，让学生对 本单元前面内容进行 记忆检索，让学生在 头脑风暴活动中充分 发挥学生的发散性思 维。 通过小组在网页上查 找资料，培养学生的 资源策略， 学习理解能力： 记忆检索 提取概况 1. IW 2. GW 3 Activity 3: Mind- mapping (10 mins) 1. T asks Ss Qs, “Do you think it is useful in our daily life?

21、 Do you want to buy one?”. Then Ss imagine they are business persons, work in a group to sell Kingii to the class by using a mind-map. 2. Each group tries to sell Kingii with the help of a mind-map. After the show, each student votes for the best seller. 借助思维导图进行产 品推销，唤起学生知 识储备，为本节课的 写作教学做了有效铺 垫，构建了

22、初步的写 作支架，而且培养了 学生的思维能力和小 组合作能力。 应用实践能力： 描述阐释 整合运用 GW Activity 4: Group- discussing (5 mins) 1. Ss watch a video and answer the Q, “What did the two students ideas for their inventions come from? 2. Ss discuss about one thing that they dont like to do or bothers them most. Then think of an invention

23、that could help to solve the problem and make notes in a group. 3. Ss show their problems and inventions. 通过一段上海国际青 少年科技博览会两名 中学生由生活经验而 进行发明创造的视频， 引发学生对“发明源 于观察生活解决问题” 及“需求是发明的内 在驱动力”的有关问 题进行思考，为下一 个创造活动做好铺垫。 迁移创新能力： 推理论证 创造想象 GW Activity 5: Invention- describing (12mins) 1. Ss imagine they are taki

24、ng part in a Science Fair in Shanghai. Work in a group to write a description or make a poster for their groups new invention. 2. Ss show their description group by group. 3. After the show, each student votes for the best group. 4. Emotion education: Needs, problems and experiences in our life are

25、sources of invention and creation. Be thankful to the life. 本活动是本节课的最 终成果创造环节，通 过倒推的思维，本节 课的导入问题即本节 课最终要解决的问题， 首尾呼应，同时引导 学生进行客观评价并 对学生进行情感教育。 迁移创新能力： 创造想象 批判评价 GW 4 Activity 6: After- school activity (2 mins) 1. T leads Ss to think about the Qs, “How can you make your invention more popular? 2. Afte

26、r class, Ss work in a group to make your description or poster more lively or attractive. Show off inventions at School Science Fair. Different forms for their work, such as PPT, video, Tik Tok, and so on. 各小组课后进一步优 化成果，把成果转化 成多模态成果，例如： PPT，海报、短小的广 告视频等。最终产出 本项目的高质量成果。 迁移创新能力： 创造想象 GW Summary (3 min

27、s) Write an article to introduce one of the most useful inventions in the world. 总结本节课的收获 迁移创新能力： 批判评价 IW 备注：Q=Question, Qs=Questions, T=Teacher, S=Student, Ss=Students, CW=Class work, IW=Individual work, PW=Pair work, GW=Group work 九、板书设计九、板书设计 Unit 9 When was it invented? Section B 3a Self check Problem: _ Invention: _ What it is used for: _ . drowning . buoy . Kingii . device 十、课堂评价十、课堂评价 StepsGroup 1 Group 2 Group 3 Group 4 Group 5Group 6 1 2 3 4 5 6 Total111313111114 Winner