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1.Key Vocabulary
invent, calculator, be used for, adjustable, heel, battery, operate, slipper, scoop, heat
2.Target Language
When was the telephone invented?
I think it was invented in 1876.
Who were they invented by?
They were invented by Julie Thompson.
What are they used for?
They are used for seeing in the dark.
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Step 1. Warm-up
Show some pictures and ask students to be familiar with the words below. Gun powder, compass, paper making, printing, telephone, calculator , car ,personal computer, TV set…
Step 2. Presentation
Ⅰ.1a Group work
1. P oint to the pictures and ask students to say what they are.
2. Discuss in groups and number them 1-5.
3. Check the answers. 新 课 标 xk b1. c om
Ⅱ.1b
1. Look at the pictures and the dates. Listen to a conversation between a girl and a woman, then match the inventions and the dates.
2. Check the answers.
Ⅲ.1c Pair work
1. Work in pairs. Look at 1b. Student A c over the dates. Student B, ask student A when the things in the picture were invented. Then change roles and practice again.
2. Ask students to make similar dialogues using the things around them.
Ⅳ.2a
1. Show a slide with some inventions on it. Teach the vocabulary words. Read them again and again and try to grasp them.
2. 2a Show another slide. Look at the picture. Here are the three inventions. You will hear a conversation between a girl and a boy. Listen and number the inventions in the order that you hear them.
3. Listen carefully again and check up their answers.
4. Ask a student t o say out his / her answer.
5. The teacher shows the correct answers.
Ⅴ. 2b
1. Show another slide. Look at the chart. It shows the people who invented these things and what they are used for. Listen to the recording again and match the items in column A, B and C.
2. Play the tape again, then check the answ ers.
Ⅵ.2c Pair work
1. Ask the students to pay attention to the sample conversation and ask two students to read it aloud.
2. R ole play the conversations using the information in the chart in 2b.
Step 3 Summary
According to listening to train the students to talk about the history of inventions.
Step4 Homework
1.根据时间和人物写出发明物
1885____ 1876_____ 1927____ 1976______
Julie Thompson_______ Chelsea Lanmon______
2.Describe one of your inventions
and then write it down. |
Lo ok at the picture and remember the words.
Look at the pictures and number them 1-5.
Listen to a conversation between a girl and a woman, then match the inventions and the dates.
Work in pairs. Then make similar dialogues using the things around them.
Listen and number the inventions in the order that you hear them.
[来源:Z.xx.k.Com]
Listen again. Match the inventions with their inventors and uses.
Role play the conversations using the information in the ch art in 2b.
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出示精彩图片，提高学生学习兴趣。
练习学生口语的同时，熟悉本课新词。
听力练习，提高学生口语能力。
练习口语的同时，熟悉不同物品的发明年代。
完成不同的听力任务，提高学生的口语能力，进一步理解不同物品的历史。
运用本课学习的句子创作对话，提高学生口语交际能力。
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板
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Unit 9 When was it invented?
Section A
1．The names of the five inventions:
computer, car, calculator, telephone, TV set, shoes with adjustable heels,
battery-operated slippers, heated ice cream scoop
2.Target language:
When was the telephone invented?xkb1.com
I think it was invented in 1876.
What are they?
Who were they invented by?
What are they used for?[来源:学#科#网Z#X#X#K] |
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教
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一节英语公开课后的教学反思
苏南中学 周艮宗
2012年11月22日上午第二节课，我在苏南中学五楼多媒体教室给九年级二班上了一堂英语公开课，这也是镇级英语示范课。这节课的主题是When was it invented? 教学目标是学会谈论重要发明物的历史及用途；学习一般过去时的被动语态和特殊疑问句；开阔学生的思路，培养学生的创造精神。教学过程是通过多媒体来展开的。
首先，我出示了许多精彩图片，提高学生学习兴趣。尤其是播放一段短的视频，更是调动了学生的学习积极性。
然后，是听力练习，提高学生的口语能力。练习口语的同时，熟悉不同物品的发明年代。反复操练这几个句型:
When was the telephone invented？
I think it was invented in 1876.
What is the computer used for?
It is used for studying.
我打算在这环节做一些思想文化的渗透，语言只是传达思想和文化的载体，在让学生了解外国文化和外国伟大发明的同时，要传播本国文化，如中国的四大发明等。表述本国文化，让学生为自己国家感到自豪和骄傲。
其次，是完成不同的听力任务，提高学生的口语能力，进一步理解不同物品的历史。要求学生上台做汇报，主要是让学生掌握这几个句型，同时为下面的听力做好准备。这一环节学生们表现还是不错的，逐渐进入上课的状态，克服刚上课时的羞怯和紧张心理，有想用英语表达的欲望了。
再次，进入重点部分，课本的Activity 2b.听录音，做听力理解练习，主要是能听懂别人述说过去的生活，根据这个听力内容，我设置了两个听力理解练习，帮助学生理解，练习一是较容易的listen and match,练习二是难度系数较大一点的表格填空，必须得听懂对话中的一些细节。
最后，是运用本课学习的句子创造对话，提高学生的口语交际能力。运用游戏环节，调动大家的积极性，生动有趣。先要求学生work in pairs,然后再让学生上台表演，同学们热情高涨，纷纷举手想上台一展风采。表演者皆有小礼物。
公开课以一首欢快的歌曲《If you are happy》结束，使课堂气氛达到了高潮。
公开课后，镇中心校领导和兄弟学校同行及我校领导和老师共二十多人参加了这节课的评课，这些专家老师对我的这节课给予了很好的点评，使我受益匪浅，我不仅获得了不少的经验以及教学方法，而且还了解到了自己的不足之处。现分析如下：
1.教学活动新颖有趣，课堂气氛活跃。充分调动了学生的积极性。
2.教学容量虽然较大，但精彩纷呈，流连忘返。学生受到了潜移默化的教育。
3. 把教学内容进行了有效的整合，化难为易，知识拓展运用，完美收官。
应值得注意的是在调动全体同学的积极性，课堂有效语言的运用，和应考实战性方面应该加强。
通过本课的公开教学，我深有感触，教学永远是一门无止境的艺术，无论怎样构思教学，总要需要我们进一步改进的地方，因此，备好课绝不是一句空话，它需要我们充分了解教材，了解学生，需要我们踏踏实实地考虑好每一环节，这样每一节课才会是高效率的、成功的和完美的。
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