主題單元設(shè)計模板-初中英語

1、表 3-1 主題單元設(shè)計模板主題單元標題 主題單元標題 When was it invented?作者姓名 陳慧靜 所屬單位聯(lián)系地址 聯(lián)系電話電子郵箱 郵政編碼學科領(lǐng)域 學科領(lǐng)域 （在 內(nèi)打√ 表示主屬學科，打+ 表示相關(guān)學科） 思想品德音樂 化學信息技術(shù)勞動與技術(shù)語文美術(shù) 生物 科學數(shù)學√外語歷史社區(qū)服務體育 物理 地理社會實踐其他（請列出）：適用年級 適用年級 九年級所需時間 所需時間 4 課時主題學習概述 主題學習概述(簡述單元在

2、課程中的地位和作用、單元的組成情況，解釋專題的劃分和專題之間的關(guān)系，主要的學習方式和預期的學習成果，字數(shù) 300-500)本單元以 Inventions 為核心話題，通過 Talk about inventions，學習一般過去時被動語態(tài)的陳述句和疑問句。全單元分為五個專題。專題一 就 Inventions 的時間、發(fā)明人以及用途展開討論，要求學生對發(fā)明表達看法；以小組活動形式討論在獨處孤島的情況下哪些 Inventions 比較重要并

3、給出原因。專題二和三圍繞 The history of patato chip 和 Who invented tea？進行聽、說、讀、寫的訓練。并在 Self check 中通過不同的 Inventions 對學生進行詞匯和寫作訓練。專題四的拓展閱讀圍繞話題設(shè)置五個任務，讓學生在完成任務的過程中提高綜合語言運用能力。從教材來看，本單元的重點語法知識為一般過去事態(tài)的被動語態(tài)，而學生在本冊第三單元已經(jīng)學習了情態(tài)動詞的被動語態(tài)，這對

4、理解本單元的語法知識有幫助。專題一：When was it invented？Who was it invented by？What is it used for？專題二：Activity—Help Robinson專題三：The history of patato chips.專題四：Do you know when basketball was invented？主要的學習方式：情景模擬、小組合作、角色扮演、合作學習、問題探究預期的

5、效果：學生形成良好的心理素質(zhì)，了解一些中外發(fā)明者的事跡，培養(yǎng)勤奮學習、立志為社會多作貢獻的精神。主題學習目標 主題學習目標（描述該主題學習所要達到的主要目標）知識與技能：1、能用不被動語態(tài)詢問和介紹發(fā)明物的時間、來歷、用途等。2、能夠表達對不同發(fā)明的喜好并陳述原因。3、掌握一般過去時被動語態(tài)的疑問句和肯定句形式。過程與方法：1、通過比較古代和現(xiàn)代的發(fā)明，能夠調(diào)動學生的學習興趣，引出重點句式。 常規(guī)資源 Recorder and tap

6、e、投影儀教學支撐環(huán)境 教室其 他學 習 活 動 設(shè) 計 （ 針 對 該 專 題 所 選 擇 的 活 動 形 式 及 過 程 ）Step 1: Lead-in (導入)1. Show a picture of Yao Ming (with the sound of the telephone) and ask the students what he is doing, and lead them to answer: He’s

7、 making a telephone call / calling up others.2. Ask them: What do you think a telephone is used for? Guide students to guess and answer like this: A telephone is used for talking with people.3. Teach the new phrase: be u

8、sed for + (doing) sth（設(shè)計意圖：以學生熟悉的人物姚明進行導入，能夠調(diào)動學生的學習興趣，引出重點句式 be used for ）Step 2: Presentation (新課展示)1. Show five pictures of the inventions and ask students to describe what they are used for.First give an example: --Wh

9、at is a telephone used for? --A telephone is used for talking with people/ communicating… Then ask some students to answer: What is a car/ computer / calculator / TV used for? During this period, teach the new word “calc

10、ulator”.2. Show them that all of the five things belong to inventions. Teach the new word “invent” and its different forms.（設(shè)計意圖：圖片展示，進行重點詞匯、句式的學習）3. Task 1: Watch and Answer(1) Show a movie “ The Chinese Great Invention

11、s” and ask two questions: Who was the … invented by?When was the … invented?(2) Play the movie and then ask students to answer the questions: It was invented by …./It was invented in ….（設(shè)計意圖：播放一些偉大的發(fā)明的相關(guān)視頻，導出其發(fā)明者及發(fā)明時間的重點

12、句式）4. Task 2: Discussion: activity 1a (Groupwork)(1) Show five pictures on the screen and ask students to discuss “ In what order they were invented?” Which one was invented first? And which one was invented last?(2) Ge

13、t students to discuss the topic in groups of four.(3) Invite some group leaders to report the result of their discussion. （設(shè)計意圖：按發(fā)明的時間進行排序，對重點句型進行操練，學生了解一些偉大發(fā)明的發(fā)明時間，）5. Task 3: Listening practice: Activity 1b(1) Point to

14、 the instructions and tell students if they want to know correct time when the five things were invented, listen to the tapes carefully and find out the correct years.(2) Point out the sample answer and then play the re

15、cording, ask students to listen and write the correct letter in front of each date.(3) Check the answers by inviting a student to read out his writing. (4) Show the tapescript on the screen and ask students to watch

16、 and listen the recording flash again, fill in the five blanks in the conversation.(5) Check the answers. （設(shè)計意圖：對學生進行聽力訓練。）6. Task 4: Pairwork: Activity 1c(1) Show the five inventions, date and the example on the screen

17、and teach students the target language:A: When was the … invented? B: It was invented in _____. (2) Give an example with a student: Point to the computer and ask a student to answer: When was the computer invent

18、ed?(3) Get students to work in pairs, practice the conversations. (4) Invite some pairs to speak out their own dialogues. （設(shè)計意圖：操練重點句型）7. A Match Game(1) Show the five inventions and the inventors, tell students to guess

19、 and match the inventions and the inventors. (2) Teach the new target language: A: Who was the … invented by? B: It was invented by _____.（設(shè)計意圖：游戲進一步操練新句型，活躍課堂氣氛） Step 3: Consolidation (鞏固)1. Review all the three

20、target languages by giving out a sample dialogue. 2. Show the target languages and pictures, guide students to ask and answer the questions in rows.Step 4: Grammar Focus 1. Show six sentences in two forms. 2. Ask student

21、s to look at them carefully and summarize the rules of them. 3. Show the same sentences and lead students to tell the differences by using different colors. 4. Show a sample sentence and teach students how to change it f

22、rom the Active Voice into the Passive Voice. 5. Explain the definition of the Passive Voice and the steps of changing the voices.Step 5: Exercise (練習)1. Show the exercise on the screen. 2. Ask students to fill in the bla

23、nks with the Passive Voice. 3. Check the answers and explain the grammar difficulties.（設(shè)計意圖：對本節(jié)課重點知識進行隨堂檢測） Step 6: Summary (小結(jié))1. Summarize the key vocabulary and the target languages we learned in this lesson.2. Summar

24、ize the usage of Passive Voice.Step 7: Homework (作業(yè))1.For all; Write down the sentences with Passive Voice like: When was the paper invented? It was invented in … Who was it invented by? It was invented by… What is it us