广东地区九年级英语全册 Unit 9 When was it invented

Unit9 When was it invented?
第三节（Period 3）
本节与上节相关性分析：本节课在上节课介绍各种发明物的基础上更进一步地探讨一些有关吃的东西的味道以及它们的发明史。

教材提到“薯片”的发明历史，这是小孩子特别爱吃的食物，所以学生比较感兴趣。

本节课是上节课的一个延伸和拓展。

通过听力和口语训练，让学生自己讲述“薯片”的发明历史。

最后以谈论“飞碟”的发明史从而更进一步地提高了学生会话的能力。

课型：Listening& speaking
时间：45 minutes
教材内容：Section B 1a,1b, 2a, 2b,2c,3b
教学要求：
1. Language goals:
I. Words & expressions
crispy, sour, sweet, bitter, hot, salty, by mistake, in the end, sprinkle
II. Key sentences It was invented by mistake.
2. Ability goals：
Enable the students to use the passive voice.
3. Emotion & attitude goals：
Enable the students to be aware of different inventions around them.
4. Strategy goals：
Enable the students to use what they know to explain new words.
教学重点:
Understand and use the new words, phrases and the passive voice correctly.
教学难点:
Introduce the history of potato chips according to the listening materials.
教学方法: Instigative method and Instigative method
教学手段: a computer, blackboard, the listening materials, PPT
Teaching procedures （教学步骤）
Steps Aims
Teacher’s
activities
Students’
activities
Teaching methods
Step I Brainstorm Revision To help the
students to
revise the
words about
some food.
Show some
pictures about
different kinds
of food that
students have
learned before.
(divide the
whole class
into four
groups)
Say out the
names of
some food.
Instigative
Method
Step II Pairwork 1. To get the
students to
talk about the
tastes of
different
food.
2. To get the
students to
know the
expressions of
the tastes.
Give the
students an
example:
A: How the
potato chips
taste?
B: It tastes
very tasty.
then ask them to
work in pairs
and learn the
words: crispy,
sour, sweet,
bitter, hot,
salty,
Work in
pairs.
Elicitation
method
Slide 3,4,5,6,7&8
Step III: Free talk To lead in the
target
language.
Ask the
students some
questions about
potato chips.
Talk with
each other.
Elicitation
method
z
Step IV:
Listening practice To practice the
students’
listening
skills.
Ask “How were
the potato
chips
invented?”
Read the
instructions to
the class. Play
the recording.
Check the
answers.
Students
listen and
finish 2a
&2b.
Elicitation
method
Sep V: Speaking practice To practice the
students’
speaking
skills.
Ask the
students to
role play the
conversation
about the
invention of
potato chips.
Work in
pairs
Elicitation
method
Step VI: Extra speaking practice To practice the
students’
speaking
skills.
Lead the
students to
make
conversation
about the
invention of
flying disk.
Work in
groups
according
to the
listening
materials.
Inductive method
Step VII Exercise To help the
students to
practice what
they learned
today.
Show the
students to
exercise.
Finish the
exercise.
Inductive and
elicitation method
Step VIII Homework
1.Retell the history of potato chips
2. Write an article about the invention of the flying disk.
附一：(Blackboard design)
G1 G2 G3
The emperor----was boiling----over…正正正Some leaves----fell into---remained…正正一The emperor noticed---produced…一
教学反思：
本节课是听说课。

主要是依靠口头训练，检验与促进语言的吸收与听力能力。

听力材料内容是有关学生比较感兴趣的话题：薯片的发明史。

大家都知道听说课就是一个对语言的感知、解析、和应用的过程。

我记得美国认识心理学家安德森（Anderson）曾认为：听力理解过程可划分为三个阶段，即感知过程(perceptual processing)、解析过程(parsing)和应用过程(utilization)。

这三个过程相互交迭、循环往复、不断修正。

所以本节课在听力之前我先让学生进行一个“Free talk”，让学生自由发挥谈论有关Potato chips的内容。

这看似是一个口语活动，与听力无关，其实不然。

它是听力训练中的一个重要环节。

这个free talk 就是语言的感知过程。

然后引出本节课的语言目标When was it invented?让学生带着问题去听，其实这是一个对语言目标的解析过程。

最后再利用对话的形式(work in pairs)对Potato chips的发明史进行对话，这是对目标语言的应用。

在应用过程中，输入到学生大脑中的话语意义和学生的现有知识相互联系起来，于是学生就对整个口头语篇产生丰富的先
前知识，并能把先前的知识更好地组织起来，加以更策略地运用。

应用过程既是对听力理解力的检测，又是对听力理解力的促进，为听力能力的进一步发展提供了可能。

因此，在听力教学中必须要有口头训练来检验与促进语言的吸收与思维能力（即听力能力）的发展。

唯有听的语言输入活动之后，进行必要的语言输出活动，听力教学活动才算完整、有效。

所以每一节听说课都是一次很好的语言感知能力与应用能力的培养、训练过程。

教师绝对要认真对待，精心设计，以优化的教学策略帮助学生养成良好的听力学习方法与习惯，促进学生听说能力的发展。