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视频标签：invented
所属栏目：初中英语优质课视频
视频课题：人教版初中英语九年级Unit6 When was it invented Section B 3a-Self check广东省 - 东莞
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Unit 6 When was it invented?
Section B 3a-selfcheck
一、设计理念
本节课以inventions为主线、多模态语篇为依托，对整个读写任务进行项目式活动规划、通过“学习理解能力、应用实践能力和迁移创新能力”三种学科能力层层递进的语言、思维、文化相融合的问题式学习活动，进行英语学科与教育信息化深度融合的教学课例探讨。 二、教材分析
《Go for it》 新目标英语教材，实行的是新课程标准，采用的是融会话题，交际功能和语言结构为一体的任务型语言教学模式。本教学设计内容为人教版《Go for it》九年级Unit 6 When was it invented? Section B部分内容。本单元主要学习一般过去时的被动语态，A部分学习掌握基本的语法知识和语言知识，B部分是知识的拓展和综合的语言运用。教材以Inventions为中心话题展开学习活动。从前面大量的信息学习输入到本节课的信息学习产出，作为本单元最后一个课时学习内容，它既是本单元的写作课，也是单元学习总结课。 三、学情分析
本节课以九年级学生作为教学对象，学生在上一单元学习了一般现在时的被动语态，在本单元Section A和Section B已学习掌握了本单元语言知识一般过去时的被动语态，并对inventions这个中心话题有比较深入的探讨。经过几年英语学习的积累，大部分学生具备扎实的语言基础，九年级毕业班学生即将迎来中考，他们有较明确的学习动机、良好的学习态度、较强的求知欲望和一定的思考分析能力。基于综上所述学生情况，本教学设计将设定以下学习目标、重难点及学习方法。 四、学习目标
1. 语言知识目标：学生学会运用本单元目标语言一般过去时的被动语态was/were+done来描述发明物。
2. 语言技能目标：学生通过问题式学习（PBL：Problem-based learning）在活动中发展学科思维能力、问题解决能力、团结合作能力、想象力和创造力。
3. 情感态度目标：学生意识到发明来源于生活，我们要感恩生活中的问题，它们是发明创造的源泉。小发明改变生活、改变世界。每个人都是发明家。 五、学习重难点
1．教学重点：学会运用一般过去时的被动语态描述发明物。 2．教学难点：学会通过自己设计发明来解决生活中遇到的困难。
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六、学习方法
1. 问题式学习（PBL：Problem-based learning） 2. 活动任务型学习(Task-based learning)
3. 竞争式小组合作学习(Cooperative and competitive learning) 七、教学资源
教材、学案、黑板、粉笔、多媒体课件、智慧课堂
八、教学过程 学习活动（时间）
活动内容 设计意图 学科能力层次及活动模式
Activity 1:
Greeting
and leading
in
(3 mins)
1. T greets Ss by asking Qs, “Do you have anything that you do not like to do? Or do you have anything that bothers you?”.
2. T tells Ss that she has something that always bothers her. That is
Ss’ safety especially drowning
problem.
3. T asks Ss to think about the Qs, “How can we avoid drowning
except being more careful? Or is there anything that can protect us from drowning? Lead in the topic “Inventions” for this lesson.
通过倒推思维使用本节课要解决的问题直接导入主题，把学生生活中存在的问题引入到课堂活动中来，引起学生注意，激发学生兴趣和动机，利用多模态教学资源创设主题语境，让学生感知主题，引导学生思考：发明源于观察生活解决问题，从而导入本课主题“Inventions”。 学习理解能力：感知注意 CW
Activity 2: Brain-storming (5 mins) 1. T tells Ss that an invention, “a portable flotation device called Kingii” has effectively avoided drowning. Then T has Ss write Qs about the invention in a
group. Qs may be: When was it invented? Who was it invented by? How is it used? etc. Ss write their Qs in the discussion area on the pad. 2. Ss try to find answers to three of
the Qs by searching the Internet in a group. Then Ss read the Qs and answers together and review the target language of this unit at the same time.
以“防溺水手环Kingii”这个产品为载体展开学习应用活动，通过学生提问有关Kingii的问题进行一般过去时被动语态的旧知回顾，让学生对本单元前面内容进行记忆检索，让学生在头脑风暴活动中充分发挥学生的发散性思维。
通过小组在网页上查找资料，培养学生的资源策略，
学习理解能力：记忆检索 提取概况
1. IW 2. GW
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Activity 3:
Mind-mappi
ng
(10 mins)
1. T asks Ss Qs, “Do you think it is useful in our daily life? Do you want to buy one?”. Then Ss
imagine they are business persons, work in a group to sell
Kingii to the class by using a
mind-map.
2. Each group tries to sell Kingii
with the help of a mind-map. After the show, each student votes for the best seller. 借助思维导图进行产品推销，唤起学生知识
储备，为本节课的写作教学做了有效铺垫，构建了初步的写作支架，而且培养了学生的思维能力和小组合作能力。
应用实践能力：描述阐释 整合运用
GW
Activity 4:
Group-discussing
(5 mins)
1. Ss watch a video and answer the Q, “What did the two students’ ideas for their inventions come from? 2. Ss discuss about one thing that
they don’t like to do or bothers them most. Then think of an invention that could help to solve the problem and make notes in a
group.
3. Ss show their problems and inventions.
通过一段上海国际青少年科技博览会两名中学生由生活经验而
进行发明创造的视频，引发学生对“发明源于
观察生活解决问题”及“需求是发明的内在驱动力”的有关问题进行思考，为下一个创造活动做好铺垫。
迁移创新能力：
推理论证
创造想象
GW Activity 5: Invention-d
escribing (12 mins)
1. Ss imagine they are taking part in a Science Fair in Shanghai. Work in a group to write a description or make a poster for their group’s new invention.
2. Ss show their description group by group.
3. After the show, each student votes for the best group.
4. Emotion education: Needs, problems and experiences in our life are sources of invention and creation. Be thankful to the life.
本活动是本节课的最终成果创造环节，通过
倒推的思维，本节课的导入问题即本节课最终要解决的问题，首尾呼应，同时引导学生进行客观评价并对学生进行情感教育。
迁移创新能力：
创造想象
批判评价 GW
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Activity 6: After-schoo
l activity
(2 mins)
1. T leads Ss to think about the Qs, “How can you make your invention more popular?
2. After class, Ss work in a group to
make your description or poster
more lively or attractive. Show
off inventions at School Science Fair. Different forms for their
work, such as PPT, video, Tik Tok, and so on.
各小组课后进一步优
化成果，把成果转化成多模态成果，例如：PPT，海报、短小的广告视频等。最终产出本项目的高质量成果。
迁移创新能力： 创造想象 GW Summary (3 mins)
Write an article to introduce one of
the most useful inventions in the world.
总结本节课的收获 迁移创新能力：
批判评价
IW
备注：Q=Question, Qs=Questions, T=Teacher, S=Student, Ss=Students, CW=Class work, IW=Individual work, PW=Pair work, GW=Group work
九、板书设计
Unit 9 When was it invented? Section B 3a – Self check
Problem: ______________________ Invention: _____________________ What it is used for: ______________ . drowning . buoy . Kingii . device
视频来源：优质课网 www.youzhik.com
