Unit 6 When was it invented 全英文说课稿
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
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。
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Lesson Talk
Go 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 basketball was 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 6When 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 make “improve 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 strater y—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, phrases and 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!。