1、课题名称:Unit 6: when was it invented? Section A 1a-1c 第几课时: 1 听说课授课时间: 一、教学内容分析、教学内容分析 本节课是第六单元When was it invented?的第一课 时，是一节听说课。通过谈论“发明” ，介绍了我们日常生活中一些 常见物品的发明历史，包括它们被发明的时间、被什么人发明及其作 用或发展等内容，从语言结构上，需要学生掌握句型：Who was it invented by?It was innvented by. What was /is it used for.? It was /is used for.还有就是
2、学生对被动语态运用意识的培养。 二二、教学对象分析、教学对象分析 学生在第五单元已经学习了一般现在时的被动语态， 基础较好的 学生能学会一般过去时的被动语态， 可能在不同句式如肯定句和特殊 疑问句之间的转换有点困难。初三学生两极分化比较严重，并且不爱 表达自己的想法， 老师在设计活动和作业时要注意分层和激发学生学 习的兴趣。 三三、教学目标及教学重难点、教学目标及教学重难点 教学目标教学目标 （一）（一）知识与能力知识与能力： 1.学生能正确使用下列句型： Who was it invented by? It was innvented by. What was /is it used for
3、.? It was /is used for.I think it was invented in 1986. 2.通过听力，了解一些发明的相关历史知识，如发明人，发明时间及 发明物的用途等。 （二）过程与方法（二）过程与方法 学生通过进行模仿操练，能掌握语音语调；通过采取图片介绍或演示 对比的方式学习，在情境中操练、理解含义，并学会运用；通过 pair work 问答式的口语交际活动互相操练达到目标语言的输出；通过图 文配对的方式练习听力，达到目标语言的输出 （三）情感态度与价值观（三）情感态度与价值观 学生通过互相询问发明物、发明人、发明用途，能感受发明给人 类 生 活 带 来 的 巨 大
4、 变 化 ,保 持 多 科 学 发 明 探 索 的 兴 趣 。 教学重点教学重点、难点难点 （一）教学重点（一）教学重点 通过学习本课时的单词词组和句型， 理解含有一般过去时的被动语态 的表达。 （二）教学难点（二）教学难点 用被动语态谈论发明物的时间、发明者和发明用途。 四、四、教学过程及方法教学过程及方法 StepI. Warming up and leading in 1.T: There are many important and interesting inventions in China. Do you know four ancient inventions? Ss: Yes
5、 . T: What are they? S1:They are compass, gun power, printing and paper-making. T: Thats right. They were invented by the Chinese people thousands of years ago. 2. Look at the picture ,ask and answer: T: who invented the paper? S2: Cai Lun invented the paper. T ： when was it invented? 教 师 板 书 目 标 语
6、言 When was it invented ? S3: It was invented in 105A.D. T: so, we can say The paper was invented by Cai Lun. The paper was invented in 105A.D （引导学生说出一些发明的名称， 为降低难度， 图片一幅幅展示, 为下文要完成的的各种活动做准备顺便引出目标语言When was it invented ?） Step2.presentation 1.Look and say: Show some inventions ,let Ss say who it was
7、invented by and when it was invented. For example,The printing was invented by Bi Sheng. The printing was invented around 1041. (通过操练，让学生进一步巩固目标语言It was invented by. It was invented in.) 2. Look at the things below. In what order do you think they were invented? Discuss them with your group. Then nu
8、mber them 14 (1 = fi rst, 4 = last) A: I think the telephone was invented before the computer. B: Well, I think the telephone was invented after the computer. Guessing game： show some inventions, let Ss work in pairs to guess. A: I think was invented before B: Well, I think was invented after . （大多数
9、孩子对发明有所了解，依据这一特点，老师出示图画先 问同学们是否知道这些发明的英文表达， 同学们通过观看各种活 动竞相说出自己认识的发明，这为学习 1a 做了很好的铺垫。 ） Step3 Listening While-listening activities 1.Listening for the general idea of the conversations.听取大意听取大意 Listen and choose the main idea of the conversations. The main idea of the conversations is about_ A.Invent
10、ionsB.Pictures C.Years.D.Colorful things 2.Listening for the specific ideas 听取细节听取细节 Listen and match the inventions with the years. Answers： a- 1855b-1971c-1927d-1876 3. Language points:年份的读法 （1）两个数字一组，分为前后两组 （2）千年的读法 （3）前两非四位数的年份的读法！ （4）个数字不为零，后两个数字为零。 Step4 Practice 1. Work in pairs:1c Student B,
11、 cover the dates. Student A, ask Student B when the things in the picture 1b were invented. Then change roles and practice again. 2. Brain storm: show some different inventions ,let Ss to guess and choose when it was invented. 3. Work in pairs, ask and answer: A: When was invented? B: It was invente
12、d in A: Who was it invented by? B: It was invented by A: What is itused for? B: It is used for doing （本部分的内容重在培养学生们口头表达的能力，同时通过游 戏、回答问题、练习对话、表演对话等多种训练方式，引导学生 更好地内化语言知识。 ） Step5 summary A: When was invented? B: It was invented in A: Who was it invented by? B: It was invented by A: What is it used for? B: It is used for doing Step6 Homework Surf the Internet ,and find out more inventions. Introduce them to your classmates, using It was/They wereinvented by_. It was /They were invented in_. It is/They areused for_.
