Unit 6 When was it invented 全英文说课稿

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Unit6Whenwasitinvented全英文说课稿

Lesson TalkGo for it! Book 9, Unit 6 When was it invented?Reading Do you know when basketball was invented?Good morning,everyone! I 'm very glad to stand here to interpret my lesson. The lesson I'm going to talk about is the last period of Unit 6, Book 9. Reading Do you know when basketballwas invented?I 'll describe my thoughts on teaching this lesson in the following 6 aspects: analysis of teaching material, analysis of students, teaching aids, teaching aims and demands, teaching procedures and teaching feedback.First of all, I 'd like to give some analysis of the material and the students. This material is from Go for it! Book 9, Unit 6 When was it invented?The language goal of this unit is to “Talk about the history of inventions.”In this unit, students will get in touch with the passive voice, which is a new grammar. And it 's important and a little bit difficult. In the prior periods of this unit, students have got in touch with the passive voice and realized initially what the passive voice is constructed and what it expresses. So in this period, I mak“eimprove students'reading ability”as a key point.OK, that is my analysis of material. And then I want to talk something about the students. In general, students'reading ability in our school is poor. When they meet long articles, some of them don't know what to do. So my aim is to make them master how to analyze a long article. Here, we need a new learning stratery —Mind-mapping.Next, teaching aids, I need a projector to show students some pictures.According to the teaching material and the analysis of the students, I set the teaching aims and demands.By the end of this period, first of all, most of the students will be able to master some words, phrasesand key sentences.Secondly, students will be able to use the mind-mapping to remenmber information and their reading ability can improve. Thirdly, by learning the article, students can learn the history of basketball. They also know that playing basketball is a good way to keep healthy. So we should love basketball, love sports and love our life.The important point of this period is to improve students'reading ability.The diffcult point of this period is how to use mind-mapping to remember information.OK, so much for teaching aims and demands. Next comes my most important part, the teaching procedures. My students will learn the lesson in 4 steps.Step one is lead-in. First, I 'll greet the students with daily conversations. And then I 'll let them talk about sports played in China. Next show them some pictures, then let them talk about which sport is the most popular in China and which sport is their favorite and why.Step two is pre-reading. Basketball is very important all over the world. Some boys in our class like playing basketball after class. Students in groups talk about basketball and give the whole class some information about it.Step three is reading. There are 4 tasks I have designed.Task 1 Students scan the article. While reading, they can draw pictures on the paper. Then complete the mind-mapping with the information from the reading.Task 2 Students read the article again, then answer the following questions.Task 3 Give students some clues, let them analyze every paragraph by themselves.Task 4 Underline the key words, expressions and grammars in the passage and try to use them.My fourth step is post-reading. In this step, I 'll interview some students, “ Would you like to play on China's national basketball team one day?” Let the students talk about it and give us a report. Then I will give them a suggestion: Maybe it 's hard to realize this dream, so they should keep a good banlance between playing basketball and their study.Finally, I'll tell the students the homework. Students get some information on the internet. Then write an article about the history of a sport they like.That's all my teaching procedures. Next, I 'll say something about the teaching feedback. In the step of post-reading, I thought students would talk about the question actively. But it didn't achieve my expected result. I should give them some clues, then encourage them to do better.That's all about my lesson talk. Thanks for listening. Bye!。

unit6说课稿

Unit 6 When was it invented? 说课稿一、教材分析1、教学内容:本节教学内容为人教版英语Book 9 Unit 6，话题为讨论介绍物品的发明历史和用途，主要是让学生能够正确熟练地听懂并运用被动语态来介绍物品的发明过程和历史，通过本节课的学习，学生需要熟练掌握一般过去时态的被动语态，在学习中，懂得人类的科学发明创造了丰富的物质文明，激发创造发明的能力和愿望。

2、教材的地位和作用:本节课内容中的被动语态，是中考的一个重点，也是难点，根据英语课程标准要求“能够灵活运用英语去做事情”，学生必须通过学习能够正确地运用本单元所学的被动语态，去描述物品的被创造、被发明的历史过程，从而达到学以致用的目的。

二、说教学目标:依据初中英语新课标的要求，我为本课确定了三项教学目标：知识：1、熟练掌握与发明相关的事物名称（heel, scoop, zipper)2、熟练掌握一般过去时态的被动语态（was/were+p.p.）能力：1、能听懂含有一般过去时态被动语态的简短对话。

2、能运用一般过去时态被动语态谈论历史上的发明。

情感：在学习中，懂得人类的科学发明创造了丰富的物质文明，激发创造发明的能力和愿望。

并乐于参加学习小组活动，积极合作。

三、说教学重难点根据教学大纲要求，教材编排特点，并从学生的实际出发，我将本课的重点与难点确定为：学习重点：When was the …… invented?Who was it invented by?What are they used for?学习难点：熟练掌握一般过去时态的被动语态四、说教法和学法:1、教法分析:基于新课标要求要发挥学生的主体性，鼓励学生用自主、合作和探究的方式进行学习的理念，我将采用以下教学方法：（1）旧知复习：采用复习一般现在时的被动语态的知识，去复习被动语态的基本结构，为接下来的学习打下基础。

（2）对比引导：通过读句子组，寻找差异，并总结出一般过去时的被动语态的基本结构和句型转换，激励学生参与学习、自主学习，可以更好地理解和加深学习印象。

人教版九年级英语《Unit6Whenwasitinvented？》SectionA说课稿1

人教版九年级英语《Unit 6 When was it invented？》Section A说课稿1一. 教材分析人教版九年级英语《Unit 6 When was it invented?》Section A主要包括两部分内容：对话和阅读理解。

本节课主要讨论关于发明物的历史，通过学习让学生了解不同发明的起源和发展，同时提高他们的英语听说读写能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常生活中的话题能够进行简单的交流。

但是，对于一些专业的科技领域的词汇和表达可能还比较陌生，因此，在教学过程中需要帮助学生掌握相关词汇和表达，并能够运用到实际情境中。

三. 说教学目标1.知识目标：学生能够掌握关于发明物的词汇和表达，如“inventor”，“invention”等；能够理解并运用一般过去时表达过去发生的事情。

2.能力目标：学生能够听懂、会说、会读、会写关于发明物的词汇和表达；能够通过阅读理解文章，获取信息并进行简单的推理。

3.情感目标：培养学生对科技创新的兴趣和好奇心，激发他们学习英语的兴趣。

四. 说教学重难点1.重点：学生能够掌握关于发明物的词汇和表达，能够运用一般过去时进行交流。

2.难点：学生能够理解阅读理解文章，获取信息并进行简单的推理。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在实际情境中学习、应用英语。

2.教学手段：利用多媒体课件、图片、视频等辅助教学，提高学生的学习兴趣和参与度。

六. 说教学过程1.导入：通过展示一些常见的发明物，如手机、电脑等，引导学生谈论关于发明物的话题，激发学生的兴趣。

2.新课呈现：讲解关于发明物的词汇和表达，如“inventor”，“invention”等，并通过例句让学生理解这些词汇的用法。

3.对话学习：通过听力练习，让学生听懂、会说关于发明物的对话，并能够运用一般过去时进行交流。

4.阅读理解：让学生阅读关于发明物的文章，理解文章内容，获取信息并进行简单的推理。

说课稿：Unit 6 When was it invented

Unit6When was it invented?说课稿Section B ReadingHello everyone,今天我很高兴来对我的课进行说课，这堂课主要是讨论新目标九年级英语第六单元section B 2b的阅读内容,Do you know when basketball was invented?接下来我将从教材、学生、教学方法和教学过程进行分析。

一、教材分析1.教学内容：本节课是人教版新目标九年级英语第六单元SectionB2a-2e。

本单元的语言目标是：“Talk about the history of inventions”在这个单元中，学生接触到被动语态，这是一种新的语法。

这很重要而且有点困难。

在本单元前期，学生接触到了被动语态，初步认识到被动语态的构成和被动语态的表达方式。

本节课主要讲解篮球的发明、发展情况。

在这一节课，我以讨论Do you know when basketball was invented? 为材料来“提高学生的阅读能力”为重点。

2.教学目标：根据初中英语教学大纲建立教学目标。

（1）知识目标帮助学生学习，掌握本课新单词、词组、句型，理解课文内容。

通过本节课的教学,使学生掌握课文当中出现的重点词,词组的用法,以及运用思维导图来理解课文，本单元被动语态融合在极其真实的语境中，有助于学生进一步理解被动语态的结构。

words and phrases：Canadian,million,compete,popularity,increase,be enjoyed by… ，divide …into ，stop sb from doing sth，not only…but also…，dream of, encourage sb. to do sth.key sentences1)Basketball was invented by a Canadian doctor named James Naismith who was born in1861.2)Dr.Naismith divided the men in his class into two teams.3)The number of foreign players,including Chinese players,in the NBA has increased.4)Basketball is not only a popular sport to play, but also a popular sport to watch.（2）能力目标：能够理解这篇文章，并谈论篮球是如何用过去时态的被动语态来发明的，从而提高学生英语交际能力，培养学生利用思维构图获取文章信息的能力。

人教版英语九年级全册Unit6WhenwasitinventedSectionA1a2d说课稿

3.课堂互动可能不够充分，影响学生的学习效果。
为应对这些问题，我将：
1.及时纠正学生在语法运用上的错误，并提供大量练习机会。
2.设计更多词汇巩固活动，帮助学生记忆新词汇。
3.加强课堂互动，关注每个学生的学习状态，确保他们积极参与。
课后，我将通过以下方式评估教学效果：
1.检查学生的课堂笔记和作业，了解他们对知识点的掌握情况。
2.情境教学法：通过创设真实的语言情境，让学生在情境中感知、体验和运用语言，提高他们的语言运用能力。这种方法的理论依据是情境认知理论，强调学习应该发生在真实、有意义的情境中。
3.合作学习法：鼓励学生进行小组合作，共同完成任务，培养学生的团队协作能力和沟通能力。这种方法的理论依据是社会建构主义理论，认为学习是一个社会互动的过程。
-运用一般过去时的被动语态描述发明和创新。
2.教学难点：
-学会使用一般过去时的被动语态，特别是动词过去分词的构成。
-在实际情境中灵活运用所学词汇和语法结构进行表达。
二、学情分析导
（一）学生特点
本节课面向的是九年级的学生，这个年龄段的学生具有以下特点：思维活跃，好奇心强，对新鲜事物充满兴趣；认知水平逐渐从具体运算向形式运算转变，具备一定的抽象思维能力；学习兴趣方面，他们更倾向于通过实践活动和互动交流来学习；在学习习惯上，大部分学生已经养成了合作学习和探究学习的习惯，但仍有部分学生依赖性强，需要教师引导和督促。
-学生通过自主探究、发现规律，掌握一般过去时的被动语态。
3.情感态度与价值观：
-学生对发明和创新产生兴趣，认识到发明和创新对人类社会发展的重要性。
-学生学会尊重和欣赏他人的观点，培养合作精神。
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：

Unit 6 When was it inented说课稿

Unit 6 When was it invented? 说课稿Section A （1a- 2c）一、说教材本节课话题为讨论介绍物品的发明历史和用途，主要是让学生能够正确地听懂电脑、汽车、电话和电视的发明时间，结合特制鞋子和冰激凌勺的发明用途来巩固学生对一般过去时被动语态的理解。

鼓励同学们敢想敢创造，激发同学们创造发明的愿望。

二、说教学目标:知识目标：1、学习新单词：heel, scoop, electricity, style2、学生能够掌握目标语言：A: When was it invented? B: I think it was invented in ...A: What are they used for? B: They are used for ...能力目标：1、学生能听懂含有一般过去时态被动语态的简短对话。

2、能运用一般过去时态被动语态简单谈论历史上的发明。

情感目标：在学习中，鼓励同学们敢想敢创造，激发同学们创造发明的愿望。

三、说教学重难点教学重点：听懂并运用一般过去时被动语态简单谈论发明的时间用途等。

A: When was it invented? B: I think it was invented in ...A: What are they used for? B: They are used for ...教学难点：熟练掌握一般过去时态的被动语态。

四、说教法和学法:1、教法分析:基于新课标要求要发挥学生的主体性，鼓励学生用自主、合作和探究的方式进行学习的理念，我将采用以下教学方法：（1）以旧引新：采用复习一般现在时的被动语态，引入一般过去时被动语态。

（2）听说领先：从1b 到2b ,难度由浅入深，针对2b的关键词填空，提前给出选项，训练学生获取关键词的能力。

（3）读写跟上：通过给出更多的例子来加深学生对一般过去时被动语态的理解与运用。

2、学法分析:（1）小组学习法：两人小组编对话，能够简单谈论物品的发明与用途。

Unit6Whenwasitinvented？(第3课时)说课稿

Unit 6 When was it invented？（第3课时）说课稿一. 教材分析《Unit 6 When was it invented?》（第3课时）是人教版小学英语PEP教材中的一部分，本节课主要围绕“询问发明物的发明时间”这一主题展开。

通过本节课的学习，学生能够掌握一般过去时的疑问句和回答，以及一些常见发明的英文表达。

教材内容丰富，插图生动有趣，激发了学生学习英语的兴趣。

二. 学情分析考虑到学生的年龄特点和认知水平，他们对新鲜事物充满好奇，善于模仿和探究。

但同时，学生的英语基础水平参差不齐，部分学生对一般过去时的概念尚不清晰。

因此，在教学过程中，需要关注学生的个体差异，调动他们的积极性，帮助他们巩固所学知识。

三. 说教学目标1.知识目标：学生能够听懂、会说、会读本节课的重点单词和句型，如“telephone, radio, television, invention, when, was, it, invented?”等。

2.能力目标：学生能够运用一般过去时询问和回答关于发明物发明时间的问题。

3.情感目标：培养学生热爱科学、追求创新的精神，激发他们学习英语的兴趣。

四. 说教学重难点1.重点：本节课的重点是让学生掌握一般过去时的疑问句和回答，以及一些常见发明的英文表达。

2.难点：学生对一般过去时的概念理解，以及如何正确运用疑问词“when”提问。

五. 说教学方法与手段1.教学方法：采用情境教学法、交际教学法和任务型教学法，让学生在真实的情境中感受、实践和运用英语。

2.教学手段：利用多媒体课件、图片、卡片等辅助教学，激发学生的学习兴趣，提高课堂参与度。

六. 说教学过程1.热身（5分钟）：通过歌曲《Old MacDonald Had a Farm》活跃课堂气氛，引导学生进入英语学习状态。

2.引入（10分钟）：教师展示一些常见发明物的图片，如电话、收音机、电视等，引导学生用英语描述这些发明物。

Unit 6 When was it invented说课稿

Unit 6 When was it invented?Period 1 Section A (1a-1c)说课稿通道四中李菊芳一、教材分析1、教学内容:本节课是新目标九年级unit6,教材以“发明”为话题，以谈论发明史为交际功能，重点在这些语境中学习和运用了一般过去时的被动语态。

本节课的教学内容是运用被动语态介绍我们日常生活中一些常见物品的发明史。

活动1a-1c是整个Section A的基础。

二、学情分析本节课是让学生能够用一般过去时态的被动语态来介绍常见物品的历史，如：电视、电话、拉链、茶叶等，他们被发明的时间、被什么人发明及其作用或发展等内容。

所以课堂教学任务要充分调动学生的积极性，激发他们的好奇心和学习兴趣。

活动设计要全方位、多层次，满足不同学生的需求，通过多媒体课件、games等学习策略，让每个学生学到知识。

三、教学目标1、知识与技能句型：1）. I think the TV was invented before the car. 我认为电视是在轿车之前发明的。

2）. ---When was the telephone invented? --- 电话是什么时候发明的？--I think it was invented in 1876. ---我认为电话是在1876年被发明的。

语法：熟练掌握一般过去时态的被动语态的用法四、教学重、难点学习重点：When was the ……invented?Who was it invented by?学习难点：熟练掌握一般过去时态的被动语态五、情感态度与价值观对发明和发明史的学习使学生产生热爱发明的感情。

六、教法和学法:1、教法分析:基于新课标要求要发挥学生的主体性，鼓励学生用自主、合作和探究的方式进行学习的理念，采用以下教学方法：（1）旧知复习：采用复习一般现在时的被动语态的知识，去复习被动语态的基本结构，为接下来的学习打下基础。

（2）口语练习：通过师生问答，生生互动来掌握本节课的重点句型，并总结出一般过去时的被动语态的基本结构和句型转换，激励学生参与学习、自主学习，可以更好地理解和加深学习印象。

初中英语九年级全一册阅读篇 Unit 6 When was it invented (Section B, 2a-2e) 说课稿

Unit 6 When was it invented?(Section B, 2a-2e)Good morning, my dear judges. I'm the No.3 candidate. It’s my great honor to have this opportunity to share my teaching design with you. The lesson I’m going to talk about is “When was it invented?” This is a reading class.Firstly, let’s come to the analysis of teaching material. The topic of this lesson is about “basketball”. This lesson is from the reading part of section B, Unit 6 of PEP junior middle school English. After learning this passage, students will know about the origination, development and popularity of the basketball. Also, students can use the target language and useful phrases properly. Meanwhile, encourage students to use the scanning, skimming and mind map strategies, which can help them have a better understanding of this text and form a good habit of reading. The reading passage 2b offers a good example for students to imitate.Secondly, students are the subject of our class. As for the students of Grade eight, they have known quite a few knowledge of the grammar structure of passive voice sentences. And they learnt to use the passive voice in past tense in the last lesson. What’s more, the topic “basketball” is close to students’ daily life. They will be very interested in this topic and willing to get some information about basketball in this reading material. So, it may not be so difficult for them to understand the content of this passage and express their feelings about the inventions in this lesson.By analyzing the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching objectives.The first one is knowledge aims:(1) Students can recognize these new words and phrases: basket, popularity, hero, professional, divide…into, look up to and so on.(2) Ss can learn about the origination, development and popularity of the basketball.(3) Ss can understand the passive voice sentences.The second one is ability aims:(1) According to the mind map about basketball, students are able to retell the passage.(2) Students can use the passive voice in past tense correctly.The third one is emotional aims:(1) Ss will have a positive attitude towards inventions.(2) Cultivate students’ innovative thinking.According to the analysis above, I set the key points and difficult points as the followings.Teaching key points:1. Students will learn the target language and understand the content of the text.2. Students can use the passive voice in past tense correctly.3. Ss can learn about the origination and development of the basketball and learn to use mind map method.Teaching difficult points:1. Ss can use the mind map method to member some key and detail information.2. Cultivate students’ innovative thinking.Now, I would like to talk about the teaching methods and studying methods. As to the teaching methods, Communicative Approach and Task-based Teaching Method will be adopted in this lesson. Based on the learning condition of my students, I arranged some activities to make the reading process more attracted. For example, I will ask students to make competition in groups, which can help them form a good sense of cooperation.Then I’d like to talk about the teaching aids. Multi-medium will be used in this class.Now, let’s come to the most important part of this lesson: the analysis of the teaching procedures. There are 5 stages in my design, there are lead-in, pre-reading, while-reading,post-reading and summary & homework.Teaching procedures:Step 1: Lead-inAfter greeting Ss, I will show some famous basketball players’ pictures (Yao Ming, Lin Zhizhi, Kobe, and Chris Paul) on the screen, then ask them some questions: Do you know that man? What are they famous for? Do you like playing basketball? What do you know about the sport? I ask these questions step by step. In this way, students’ learning interest will be aroused. And this free talk can motivate their background knowledge which can make a good preparation for further reading.Step 2: Pre-readingThen, I will work with students to draw a simple mind map about basketball according to their responding. In this way, I will present some new words (popularity, hero, professional, NBA, CBA, the Olympic, divide…) for the better understanding of the text. After that, I will ask them to predict the main idea of this passage according to the topic we talked about in Lead-in part and the title of the text. It can help them to use predicting skill properly.Step 3: While-readingAt this stage, I will arrange 3 activities. Activity 1: ask students to read the passage quickly to find out the main idea of each paragraph, and then check their answers. Activity 2: divide students into several groups, each group includes three students, and then asks Ss to scan the passage again and complete the tasks on 2c. One group answers, other groups complete the answer. I will write down the key words on the blackboard. Activity 3: ask Ss to read this text carefully and then with the help of the mind map to retell this passage. One group member retells the “Development” part; the other two members retell the “Game” part and “Popularity” part respectively. For the students of poor command of English, the teacher can prompt them with some questions. Just like “How old is basketball?”, “Where is the game played?”. All this activities are mainly used to help them have a better understanding on this text and cultivate their awareness of using reading strategies, like scanning, skimming, predicting and mind map.Step 4: Post-readingAt the post-reading stage, I will show some pictures about the basketball players, and then ask students: Do you want to be a famous basketball player? What do you think of famous basketball players? This activity can make preparation for the next activity. So, after that, I will ask them work in groups of 3 or 4, to talk about the topic: It’s good or difficult to be a famous basketball player because…. They can express their feelings about this topic freely. Also, they have more opportunities to use the passive voice in past tense.Step 5 Summary and HomeworkAt the end of the class, I’d like to make a summary about this lesson and present my homework to consolidate what the students have learnt in this period. Ask students to make a poster which about the things they want to invent, e.g. a special car /key/bag/bowl/bowl. They can paste the photo on it. It should include the following aspects:----What is it made of?----What is it used for?----What does it look like?----Where and when can it be used?----How much will it cost?The poster should be handed before the next class.That’s all for the teaching procedures. And these are the blackboard notes. On the left, there are some words and expressions. On the right, is mind map of the passage. I write them on the blackboard to remind students to use them as much as possible in group work throughout the lesson. And show them the key points of this lesson.That’s all for my teaching design. Thank you for your listening.Blackboard DesignTitleKey words mind map。

人教版九年级英语Unit6whenwasitinvented(SectionBReading)说课稿

Unit 6 when was it invented? (Section B Reading) 说课稿陈传玲Good morning, ladies and gentlemen. It’s my honor to be here to present my lesson.I will divide the instruction into 7 parts: the analysis of teaching material, the analysis o f the students, teaching methods, studying methods, teaching procedure,blackboard design a nd teaching reflections.Part 1 Analysis of the teaching material (说教材)First: Status and Function (本课在教材中的地位和作用)The content of my lesson is from Go for it! Book 9, Unit 6 When was it invented?（Section B Reading）, This lesson is a reading passage. The text mainly talks about the history of basketball. The grammar point is the passive voice. In unit 5, students have g ot in touch with the passive voice. In this Unit, students will go on studying the passive voice. This lesson seepage of learning strategies is the mind-map, hope that after studying the lesson, students can form an infiltrated knowledge of the strategy, and in the future s tudy they can consciously use the learning strategies.Second: Teaching Aims（教学目标）According to the new standard curriculum and the syllabus, and after studying the te aching material, I think the teaching aims are the followings:1. Knowledge objects （知识目标）(1) Study the new words, phrases and important sentences.(2) Understand the main idea of the text.2. Ability objects （能力目标）(1) Learn the history of basketball by using some reading skills.(2) Can retell the text by using the learning strategy of mind-map3. Moral objects（情感目标）Equip students with the moral education of “love sports, cherish life”.Third: The Important and Difficult Points. （重难点）Based on the requirement of the syllabus. The important point is about mastering the passage, knowing the main ideas of reading, learning about the history of basketball. The difficult points are how to master reading strategies and make a mind map.Part 2 Analysis of the students (说学情)The students are from class 2, Grade 9. They have a certain ability of English. Som e students are not active and confident in class, some students have trouble in reading, an d they are poor in reading strategies, so I’ll have students study in a relaxed atmosphere.Part 3 Teaching Methods(说教法)As we know, a good teaching method requires that the teacher should help students develop good sense of the English language. For achieving these teaching aims and after t he analysis of the teaching material and teaching aims, I will use the following methods a ccording to the modern social communication teaching theories:(1) Interactive Approach(2) Task-based Language Teaching(3) Students independently inquiryPart 4 Studying Methods (说学法)According to the situation of the students and teaching aims. I’ll teach Ss how to be successful language learners by these ways:(1) Let students get the knowledge actively by skimming, scanning and detailed rea ding.(2) Let the Ss design their own mind map.Part 5 Teaching Procedure （说教学过程）Now, let’s come to the teaching procedure. I have desig ned the following steps to tr ain their reading abilityStep 1 Warm-up and lead-inAsk students some questions about doing sports:Q1. Do you often do sports?Q2. What sports do you usually do?Q3. Can you list eight sports played in China?Purpose of my design(设计意图)(1) Lead in the topic and catch Ss’ attention about the topic.(2) It is a connecting link between the preceding and the following.Step 2 Pre-reading◇Task1 Let students look at some pictures and talk about the sports in the picture.Q1: W hat’s your favorite sport?Q2: Who’s your favorite sports star?Q3: Do you know how to play basketball?Purpose of my design(设计意图)(1) It is close to students’ life, so it can make them interested in the next studying.(2) Let Ss have the desire to read further◇Task2. Look at a picture and name the basketball equipment.Purpose of my design(设计意图)(1) To stimulate students’ interest in reading.(2) To provide the necessary background knowledge.(3) To lead in the topicStep 3 While-reading◇Task 1 Skimming1. Ask the Ss to look through the passage and find out the main ideas. Let the stud ents know maybe it’s a good idea to read the first sentences in each paragraph.2. After two minutes, students got the answer: The passage mainly talks about the hi story, invention and popularity of basketball.Purpose of my design(设计意图)Lead students know skimming is useful for them to find out the main idea of a pas sage.◇Task 2 ScanningLet the students read the first and second passage and answer the questions(1) When was the sports of basketball invented?(2) How popular is basketball?(3) Why were the Berlin Olympics important for basketball?Purpose of my design(设计意图)(1) Lead students to know the strategy of scanning, let them learn to scan the usefu l information they need.(2) Let students learn about something important about the history of basketball.◇Task3 Detailed reading1. Read the following two paragraphs and answer the questions(1) When was the first basketball game in history played?(2) Who invented basketball and how is it played?(3) Where was the sport of basketball invented?2. Read the passage again and complete the mind map.Purpose of my design(设计意图)Enable students to understand the given material better by using different reading ski lls.Step 4 Post-reading◇Task 1Lead students to finish the mind map with the teacher step by step.◇Task 2 Tell students to choose one of the main ideas of basketball to introduce with the help of mind map.Purpose of my design(设计意图)(1) Train Ss’ abil ity of making a mind map(2) It’s the Output of their knowledge. I think if the Ss can finish this task well, th ey will benefit a lot in their spoken English.Step 5 HomeworkMake a mind map about basketball and introduce for us next classPurpose of my design(设计意图)I divided homework into two parts as oral homework and written homework to impr ove their oral English and writing ability.Part 6. Blackboard design（说板书）Finally, let’s focus on the last aspect, the blackboard design. First, on the left, I w ill write down the title of this unit and put down the key words to make students realize t he importance of them and have a deeper memory. The PPT will hang out in the middle. The part next to PPT will be used for free writing and scores of each group will be wriPart 7 Teaching Reflections (说教学反思)In my opinion, it is successful. My reasons are as follows: Firstly, the teaching aims were quite clear. All the activities were focused on the theme “reading strategies” and w ere developed to reach the teaching goal----Enable the students to master the ways of exte nsive reading and reading in details. Secondly, task-based teaching method and making a mind map were adopted successfully. Thirdly, in this lesson I designed different activitiesto arouse the students’ interests of learning English. Such as: skimming, scanning, detailed reading and mind map. The students were eager to speak and use English in class. In ad dition, I think, the most shinning point of this lesson ismaking a mind map and introduci ng it to others. It is a new way for students to practice their spoken English. The student s became more interested and more active in thinking and using.No class is perfect. As a teacher, we should pay more attention to the students who are not good at English. We should encourage them more. Give them more chances to s peak and use English. I think, with more encouragement, they are sure to make greater pr ogress in the future.Above is my representation of this lesson. Thank you!。

人教版九年级英语全册Unit6WhenwasitinventedSectionA3a—3c说课稿

四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将以一段关于科技发展的短片作为导入。短片中可以展示从古代到现代的各种科技发明和发现，让学生直观地感受到科技发展的历程和魅力。观看短片后，我会提出问题：“你们觉得哪些科技发明或发现对人类的生活产生了最大的影响？”让学生发表自己的看法，从而引出本节课的主题——“When was it invented”。
人教版九年级英语全册Unit6WhenwasitinventedSectionA3a—3c说课稿
一பைடு நூலகம்教材分析
（一）内容概述
人教版九年级英语全册Unit 6 "When was it invented"主要围绕着发明和发现进行展开。本节课的教学内容包括了Section A 3a—3c，在整个课程体系中，这一单元处于九年级全册的中段，是一个承前启后的单元。主要知识点包括：描述过去的时间状语从句，一般过去时的被动语态，以及与科技发展相关的词汇和表达方式。
（二）教学反思
在教学过程中，我预见到可能出现的问题或挑战，如部分学生对被动语态的掌握不够扎实，以及对科技发展相关词汇的了解不足等。应对这些问题，我将根据学生的实际情况，适时调整教学节奏和难度，提供额外的解释和练习，以帮助学生克服困难。课后，我将通过学生的练习和反馈，评估教学效果。根据评估结果，我将反思教学方法和策略，针对存在的问题进行改进，以提高教学质量和效果。
（二）学习障碍
在学习本节课之前，学生需要具备一定的一般过去时和被动语态的知识和技能。如果学生对这些知识点的掌握不够扎实，将会对他们的学习造成一定的障碍。另外，由于本节课涉及到与科技发展相关的词汇和表达方式，如果学生对这方面知识的了解不足，也会影响他们的学习效果。

人教版九年级英语《Unit 6 When was it invented？》Section A说课稿

人教版九年级英语《Unit 6 When was it invented？》Section A说课稿2一. 教材分析人教版九年级英语《Unit 6 When was it invented?》Section A主要介绍了几个重要的发明以及它们的发明时间。

本节课主要围绕“When was it invented?”这一主题展开，通过介绍各种发明的历史背景和时间，让学生掌握过去式的用法，并能够运用所学知识进行简单的交流。

二. 学情分析九年级的学生已经掌握了基本的英语语法知识，对于过去式的用法有一定的了解。

但是，对于一些具体的历史背景和细节可能不太清楚。

因此，在教学过程中，需要帮助学生理解课文内容，同时巩固过去式的用法。

三. 说教学目标1.知识目标：学生能够掌握过去式的用法，正确运用“When was itinvented?”进行交流。

2.能力目标：学生能够通过阅读课文，获取信息，提高阅读理解能力。

3.情感目标：激发学生对科学发明的兴趣，培养学生的创新意识。

四. 说教学重难点1.重点：过去式的用法，以及如何运用“When was it invented?”进行交流。

2.难点：对于一些具体的历史背景和细节的理解。

五. 说教学方法与手段1.采用任务型教学法，让学生在完成任务的过程中，自然地学习和运用过去式的用法。

2.使用多媒体手段，如图片、视频等，帮助学生更好地理解课文内容。

3.分组讨论，鼓励学生积极参与，提高课堂氛围。

六. 说教学过程1.导入：通过展示一些常见的发明，如手机、电脑等，引导学生谈论这些发明的时间，激发学生的兴趣。

2.呈现课文：让学生阅读课文，了解几个重要的发明以及它们的发明时间。

3.讲解和练习：讲解过去式的用法，让学生通过练习，巩固所学知识。

4.任务型活动：让学生分组讨论，找出课文中提到的发明，并按照时间顺序排列。

5.小组展示：各小组向全班展示他们的成果，鼓励学生积极参与。

6.总结：对本节课的内容进行总结，强调过去式的用法以及“When wasit invented?”的运用。

Unit 6 When was it invented？(第4课时)说课稿

Unit 6 When was it invented？（第4课时）说课稿一. 教材分析《Unit 6 When was it invented?》（第4课时）是人教版PEP小学英语教材中的一部分。

本课时主要围绕“询问发明物的创造时间和了解各种发明物的历史背景”展开。

通过本课时学习，学生能够掌握一般过去时的基本用法，学会询问过去的事情，并能够运用所学知识进行简单的交流。

教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。

二. 学情分析根据我对所教班级学生的了解，他们在学习过程中表现出以下特点：好奇心强，善于模仿，喜欢参与各种活动。

但同时，部分学生在英语学习中存在发音不准确、词汇量不足等问题。

针对这些特点，我在教学过程中需要注重激发学生的学习兴趣，提高他们的语言运用能力，同时加强对学生发音、词汇等方面的辅导。

三. 说教学目标1.知识目标：学生能够掌握一般过去时的基本用法，学会询问过去的事情，并能够运用所学知识进行简单的交流。

2.能力目标：学生能够听、说、读、写关于发明物的历史背景的句子，提高自己的语言运用能力。

3.情感目标：通过学习，学生能够培养对科学、技术的兴趣，增强民族自豪感。

四. 说教学重难点1.教学重点：学生能够掌握一般过去时的基本用法，学会询问过去的事情，并能够运用所学知识进行简单的交流。

2.教学难点：学生对一般过去时的理解和运用，以及关于发明物历史背景的表述。

五. 说教学方法与手段1.教学方法：采用任务型教学法、情境教学法和交际教学法，让学生在实际情境中感受、实践和运用英语。

2.教学手段：利用多媒体课件、图片、卡片等辅助教学，提高学生的学习兴趣和参与度。

六. 说教学过程1.热身（5分钟）：通过播放一首关于发明的英文歌曲，引导学生进入学习状态，激发他们对本课时的兴趣。

2.导入（10分钟）：展示一些著名的发明物，如电话、电脑等，引导学生谈论这些发明物的历史背景。

3.新课呈现（15分钟）：通过展示图片、卡片等，引导学生学习一般过去时的基本用法，如“When was it invented?”。

人教版九年级英语《Unit 6 When was it invented？》说课稿

人教版九年级英语《Unit 6 When was it invented？》说课稿一. 教材分析人教版九年级英语《Unit 6 When was it invented?》是本单元的第一课时，主要讲述过去时态的疑问句以及一般过去时的被动语态。

本节课主要通过介绍一些发明的起源时间，让学生掌握过去时疑问句的构成以及一般过去时的被动语态的运用。

教材内容丰富，插图生动有趣，激发了学生学习的兴趣。

二. 学情分析九年级的学生已经掌握了基本的英语语法知识，具备一定的阅读和写作能力。

但是，对于过去时疑问句和一般过去时的被动语态的运用还存在一定的困难。

因此，在教学过程中，需要注重引导学生掌握这些语法知识，并通过大量的练习来提高他们的语言运用能力。

三. 说教学目标1.知识目标：让学生掌握过去时疑问句的构成以及一般过去时的被动语态的运用。

2.能力目标：通过听力、口语、阅读和写作的练习，提高学生运用过去时疑问句和一般过去时的被动语态进行交流的能力。

3.情感目标：激发学生学习英语的兴趣，培养他们积极向上的学习态度。

四. 说教学重难点1.教学重点：过去时疑问句的构成以及一般过去时的被动语态的运用。

2.教学难点：一般过去时的被动语态的运用。

五. 说教学方法与手段1.教学方法：采用任务型教学法，通过听力、口语、阅读和写作的练习，让学生在实际语境中掌握过去时疑问句和一般过去时的被动语态的运用。

2.教学手段：利用多媒体课件、图片、卡片等教学辅助工具，激发学生的学习兴趣，提高课堂活力。

六. 说教学过程1.导入：通过展示一些常见的发明图片，引导学生谈论这些发明的起源时间，从而引入本节课的主题。

2.新课呈现：通过多媒体课件，展示本节课的主要内容，引导学生观察并发现过去时疑问句的构成以及一般过去时的被动语态的运用。

3.语法讲解：通过示例和讲解，让学生明确过去时疑问句的构成和一般过去时的被动语态的运用规则。

4.小组讨论：学生分组进行讨论，运用过去时疑问句和一般过去时的被动语态进行交流，巩固所学知识。

人教版九年级英语Unit 6 When was it invented。全单元教案

人教版九年级英语Unit 6 When was itinvented。

全单元教案Unit 6: When Was It Invented?Language Goal:XXX.Knowledge Goals:Discuss the history of ns.XXX words such as style。

project。

pleasure。

daily。

website。

neer。

list。

n。

ruler。

boil。

remain。

smell。

nal。

trade。

fridge。

low。

somebody。

translate。

lock。

ring。

earthquake。

sudden。

bell。

biscuit。

cookie。

musical instrument。

sour。

customer。

Canadian。

divide。

basket。

hero。

and nearly.Use matic ns such as have a point。

by accident。

take place。

without doubt。

all of a sudden。

divide…into。

not only…but also…。

look up to。

the Olympics。

and by mistake.1.Q: When was the telephone invented?A: I believe it was invented in 1876 by Alexander Graham Bell.2.Q: Was the TV invented before or after the car?A: There is some doubt about this。

but it is generally accepted that the car was invented before the TV.3.Q: Who invented the zipper?A: XXX XXX.4.Q: What is a hot ice-cream scoop used for?A: A hot ice-cream scoop is used for serving really cold ice-cream.5.XXX was invented by Alexander Graham Bell in 1876.Passive voice can be used to talk about ns。

九年级Unit 6 When was it invented？说课稿

Unit 6 When was it invented？说课稿一、教学内容：新目标九年级Unit 6 When was it invented？第一课时一．教材分析1．教材的地位和作用本说课是九年级《go for it》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。

2．教学目标1）知识目标能用本课所学词汇及句型谈论物品被发明的时间、发明者，表达某发明的用途；理解和良好运用被动语态。

2）技能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3．教学重点掌握一般过去时的被动语态4．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二．学情分析1．初中生的抽象能力较低，形象思维能力强。

但注意力容易分散。

本单元通过多媒体课件和教师亲和力的语言，增强兴趣和注意力。

2．初中生的学习心理特点1）对英语普遍感兴趣，求知欲盛。

2）对刺激记忆手段多的知识记忆深刻，遵从记忆规律。

3）主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价。

同时自我意识不断增强。

因此在本课教学过程中，注意采用任务型教学为主，通过任务和不同的评价方式，提高学生参与意识。

3．初三上学期学生有较明确的学习动机和态度。

本单元通过发明为载体，各种发明和发明家激励学生求知的欲望。

三．教法渗透1、教学设计思路与教材处理：《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。

Unit 6 When was it invented 全英文说课稿