仁愛英語九年級教案

時間：2021-04-07 20:39:18 教案我要投稿

仁愛英語九年級教案

　　一.教材分析

仁愛英語九年級教案

　　1.教材的地位和作用

　　本說課是九年級《go for it》第九單元“When was it invented?”本單元涉及內(nèi)容是本書當中比較重要的一部分。被動語態(tài)結構及運用是教學中一個難點和重點，也是學生比較不容易理解的部分，因為它是建立在各種時態(tài)之上的。

　　另外通過對我們熟悉經(jīng)常使用的發(fā)明物的歷史來開闊眼界，豐富學生的閱歷，使學生養(yǎng)成勤于思考，善于總結的好習慣。

　　2.教學目標

　　1)知識目標擴容新單詞，提高閱讀能力。理解和良好運用被動語態(tài)。

　　2)技能目標能談論重要發(fā)明的歷史及用途，能針對各項發(fā)明的用處及特點，發(fā)表自己的看法，并說明理由。

　　3)情感目標使學生懂得人類的科學發(fā)明創(chuàng)造了豐富的物質文明。培養(yǎng)學生的創(chuàng)造發(fā)明的能力和愿望

　　3.教學重點掌握一般過去時的被動語態(tài)

　　4.教學難點弄清主動語態(tài)與被動語態(tài)的差異，通過練習和運用加以鞏固

　　二.學情分析

　　1.初中生的抽象能力較低，形象思維能力強。但注意力容易分散。本單元通過多媒體課件和教師親和力的語言，增強興趣和注意力。

　　2.初中生的學習心理特點

　　1)興趣對英語普遍感興趣，求知欲盛。

　　2)記憶對刺激記憶手段多的知識記憶深刻，遵從記憶規(guī)律。

　　3)評價主要通過他人評價初步形成對自己的評價，所以很在乎他人的評價。同時自我意識不斷增強。因此在本課教學過程中，注意采用任務型教學為主，通過任務和不同的評價方式，提高學生參與意識。

　　3.初三上學期學生有較明確的學習動機和態(tài)度。本單元通過發(fā)明為載體，各種發(fā)明和發(fā)明家激勵學生求知的欲望。

　　三.教法滲透

　　1、教學設計思路與教材處理：

　　《新目標英語》中的具體語言目標是通過各種各樣的Tasks來實現(xiàn)的;學生需要運用具體而特定的行動來完成一定的交際任務。整個教學過程中，各種語言結構與語言功能與不同的學習任務有機的結合。任務活動所謀求的效果不是一種機械的語言訓練，而是側重在執(zhí)行任務中學生自我完成任務的能力和策略的培養(yǎng);重視形式在完成任務過程中的參與和在交流活動中所獲得的經(jīng)驗。因此本節(jié)課我將始終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得和積累相應的學習經(jīng)驗，讓學生在用中學，在學中用。

　　2、教學原則

　　l 活動性原則提倡學生主動參與，體驗，交流，合作，探究等多種學習。

　　l 合作性原則以學生為主體，師生合作，生生合作，體現(xiàn)教與學的互動，交往。

　　l 任務型原則任務驅動—激發(fā)動機;任務完成—激勵學習積極性;執(zhí)行任務—培養(yǎng)責任心和合作精神。

　　l 情感性原則激發(fā)學生學習英語的興趣和始終保持良好的學習情緒。

　　3、教法運用：

　　本單元主要采用任務型教學

　　在本課的任務型語言教學中，我將依據(jù)課程的總體目標并結合教學內(nèi)容，創(chuàng)造性地設計貼近學生生活實際的任務活動，吸引和組織他們積極參與，使學生通過觀察、思考、討論、交流和合作等方式，在一種自然、真實或模擬真實的情境中體會語言、掌握語言的應用。

　　4.教學手段

　　1) 多媒體輔助：使用自制的課件，使抽象的語言變得直觀，為學生運用英語進行交際創(chuàng)設情景，實現(xiàn)師生互動，生生互動和人機互動的多向交流。

　　2)非測試性評價：傳統(tǒng)的評價觀念的出發(fā)點是學科本位，只重學科，不重學生發(fā)展。要體現(xiàn)新課程標準的實施效果，評價體系應該“正確反映外語學習的本質和過程，滿足學生發(fā)展的需要”。為了達到這一目標，唯有重視形成性評價，充分發(fā)揮其積極作用，促進新的評價體系的形成。因此，本課我將各種活動設計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生學會自主學習，學會與人合作，培養(yǎng)創(chuàng)新意識以及具備科學的價值觀。

　　四、學法指導

　　新制定的《英語課程標準》把“培養(yǎng)學生學習英語的興趣，樹立自信心，培養(yǎng)良好學習習慣和形成有效策略，發(fā)展自主學習和合作精神”放在了首位。依據(jù)課改的精神，我從以下幾個方面對學生進行學法指導。

　　1、學習方法的指導

　　培養(yǎng)學生觀察力，想象力，記憶力以及思維能力。用生動的.課件調(diào)動學生的感官進行聽說讀寫的訓練。

　　2、學習積極性的調(diào)動

　　我在教學過程中創(chuàng)造一種開放的，和諧的，積極互動的語言氛圍，把課堂變成有聲有色的舞臺，讓學生在樂中學。

　　3、學習能力的培養(yǎng)

　　通過連貫的聽說讀寫，游戲，競賽等，培養(yǎng)學生的交際能力，發(fā)展他們的思維能力。

　　4、學習策略的指導

　　本節(jié)課將在課堂活動中把學生分成四人小組的學習小組，讓他們圍繞著課堂任務分工合作，在活動中相互探討、相互交流、相互合作，從而獲得知識、技能和情感體驗，發(fā)展他們的能力。創(chuàng)建開放式，探究式的課堂，有意識滲透學習策略的訓練。我讓學生觀察課件畫面，回答問題，讓學生學會使用認知策略;讓學生表演對話，實現(xiàn)交際策略;引導學生交際，主動練習和實踐，是調(diào)控策略的體現(xiàn)。充分利用多媒體，錄音，卡片等是資源策略。

　　五.教學效果預測;

　　1. 能夠掌握被動語態(tài)，并運用到一定的語言環(huán)境。

　　2. 通過多媒體和任務的完成學生會突破難點，產(chǎn)生一定創(chuàng)造精神。

　　3. 能完成教學目標，調(diào)動學生學習熱情。

　　六．課堂教學過程：

　�、觯甌eaching Procedures

　　Step Ⅰ Lead-in (2 minutes)

　　We have inventions everywhere .Inventions make us live easily and happily. Without inventions,our lives will be much more difficult. Today, we will know about a few inventions and talk about the history of them.

　　Show the pictures of five inventions on the screen: a car,a Tv set, a telephone, a calculator and a computer.

　　T:Now look at these things.What are they?In what order do you think they were invented? Number them(1-5) (1=first,5=last)

　　Volunteers report the answes.

　　S1:I think the calculator was invented before the computer.

　　S2:Idon’t think so. I think the calculator was invented after the computer.

　　Step Ⅱ 1a

　　This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions.

　　Read the inventions to the students.

　　Call the students' attention to the five pictures. Tell thestudents that all of these things were invented in the last 150 years. Point to each picture and let the students tell what it is.

　　Write the names of the five inventions on the blackboard.

　　computer, car, calculator, telephone, TV set

　　Have several different students guess and write the dates on the board.

　　Ask the class to repeat the questions and answers like this.

　　T: When was the computer invented? Class repeat.

　　Ss: When was the computer invented?

　　T: Good. Now Tom, what is your guess?

　　S1: 1965.

　　T: OK. Tom, repeat after me. The computer was invented in 1965.

　　T: Class, please repeat.

　　Ss: The computer was invented in 1965.

　　Repeat the process with several different inventions.

　　Tell the children that they will find out the real dates after they complete the lesson.

　　After that, ask the students the questions below:

　　Questions:

　　1.Which one do you think is the oldest?

　　2.Which one is the newest?

　　3.Which one do you think is the oldest or the first invention?

　　4.Which one is the newest or last invention?

　　Ask different students to answer the questions.

　　Have the students look at the example conversation in the box. Ask two students to read this conversation to the class.

　　A: I think the telephone was invented before the car.

　　B. Well, I think the telephone was invented after the car.

　　Read the instructions again to the students. Remind them to remember the inventions from first to last.

　　Then have the students talk about the five inventions in groups of four, using the sample conversation as a model.

　　Ask several groups to tell the class their answers. The rest of the class listen to them and show they have different answers by raising their hands.

　　In the next activity you will find out the real dates.

　　Step Ⅲ 1b

　　This activity gives students practice in understanding the target language in spoken conversation.

　　Get the whole class to read the instruction together.

　　Call the students' attention to the five inventions in the picture. Ask five students to say the names of them.

　　Then ask them to see the five dates with a blank line in front of each.

　　We'll listen to a girl and a woman talking about the five inventions. They will talk about when they were invented. Listen carefully and match the inventions and the dates. Write the correct letter in front of each date as the sample given. Ask them to have a look at the sample answer. Tell them the answer in front of 1876 is d. That means that the telephone, which is letter d, was invented in 1876. Play the recording the first time. The students only listen and try to catch the main idea.

　　Play the recording a second time. Let the students match the inventions and the dates. Check the answers by asking several to say the answers to the class.

　　If some of the answers are hard to get for the children, tell them not to worry and they will make it next.

　　Then play the recording again. Pause after each sentence and let the students repeat. For some difficult sentences, get the students to repeat several times. Be sure that they make everything clear.

　　Answers

　　d 1876 a 1885 e 1927 c 1971 b 1976

　　Step Ⅳ 1c

　　This activity provides guided oral practice using the target language.

　　Read the instructions and point to the list of dates in Activity 1b.

　　You will be talking about the dates things were invented with a partner.

　　Call the students' attention to the example in the box. Ask a pair of the students to read this conversation to the class.

　　SA: When was the telephone invented?

　　SB: I think it was invented in 1876.

　　Write the conversation on the blackboard. Then get thestudents to practice in pairs, using the information in Activity 1b. Tell them to do it like this:

　　Student A, covers the dates. Students B, asks Student A when the things in the picture above were invented. Then change roles and practice again.

　　Ask several pairs to share their conversations with the class.

　　Step Ⅴ Summary

　　In this class, we've learned to talk about the history of inventions with passive voice. We've also done some listening practice in understanding the target language in spoken conversation. And we've done much oral practice, using the target language.

　　Step Ⅵ Homework

　　1.Write out two conversations in Activity 1a.

　　2.Write out two conversations in Activity 1 c.

　　Step Ⅶ Blackboard Design

　　二.學情分析

　　1.初中生的抽象能力較低，形象思維能力強。但注意力容易分散。本單元通過多媒體課件和教師親和力的語言，增強興趣和注意力。

　　2.初中生的學習心理特點

　　1)興趣對英語普遍感興趣，求知欲盛。

　　2)記憶對刺激記憶手段多的知識記憶深刻，遵從記憶規(guī)律。

　　3.初三上學期學生有較明確的學習動機和態(tài)度。本單元通過發(fā)明為載體，各種發(fā)明和發(fā)明家激勵學生求知的欲望。

　　三.教法滲透

　　1、教學設計思路與教材處理：