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初三英语说课稿：Unit 9 Section B

一.教材分析

1.教材的地位和作用

本说课是人教版《go for it》九年级Unit 9 When was it invented?的第三课时部分。本单元主要为被动语态的教学和练习，通

过前两年知识的累积，学生已经掌握了充足的词汇;培养了良好的语感;对语句的结构有了较明确的理解和划分，为本单元的被动语态的学习

提供了扎实的基础。被动语态的学习是初中阶段的教学重点和难点，

教材选择了inventions的话题，协助学生建立了被动结构的认知平台，将英语学习生活化，课堂教学情境化，丰富了学生的阅历，也为下面

几个单元的教学做好了坚实的语法铺垫。

同时，通过对inventions发明的历史的探究，发明过程的学习以

及利弊的探讨，激发学生的求知欲，是学生养成勤于思考，善于总结

的好习惯。

2.教学目标

1)知识目标：在Section A的学习之中，学生已经能对被动语态

有了初步的了解，能使用被动语态表述inventions的发明时间、功用等。于是，在Section B本节课的教学中，学生主要对食品的口味加

以表述，学会crispy, sour, sweet, salty四个形容词，并就potato chips的起源问题加以探讨、学习，使学生掌握the history of

potato chips，理解和良好使用被动语态。

2)技能目标：能谈论食物的口味，表达自己的喜好。向他人介绍

薯片的起源及制作过程，并就改话题展开相对应的对话。通过本节课

的学习，使学生学会探究事物的起源，撰写相对应的短文。

3)情感目标：一方面在学生通过食品口味的探讨过程中使学生理

解到均衡饮食的重要性，改变喜好性的偏食习惯;另一方面，使学生懂

得人类的科学发明创造了丰富的物质文明。培养学生的创造发明的水

平和愿望。

3.教学重点：了解、认知薯片的起源，展开相对应的对话。

4.教学难点：使用被动语态对食物的发明史实行问答。

二.学情分析

1)初三年级的孩子有良好的生活体验和语言基础，在食品口味的

学习和归类总结中有较强的优势，不难达到预期的教学目标。另外，

因为年龄的特点，她们有较强的求知欲，喜欢探究事物，具备思考和

分析的水平，进而，教师很容易激发学生对薯片起源、历史的学习，

有效地掌握本节课的教学重点和难点。

2)于此同时，因为对话相对较长，学生的注意力又比较容易分散，因而，在听力材料的处理上教师要做好调动工作，用明确的任务激励、引导学生完成本堂课的学习过程。

3)因为学生不善于建立良好的知识体系，不精于总结性学习，所以，教师更要注重学生学习方法的指导和学习技能的培养。

4)课堂上要注意即时性评价的技巧，以持续激发、调动学生参与

课堂的主动性。

三. 教学思路和理念

1.教学思路

> 新目标英语，实行的是新课程标准，采用的是任务型语言教学

模式，融会话题，交际功能和语言结构为一体。所以，教学设计和教

学过程中应充分发挥学生的主体地位，教师的主导作用，创造设计切

实可行的真实的语言交际情景和任务，让学生体验、实践、使用目标

语实行交际和解决问题——完成任务，体验成就感，增加兴趣。通过

第一部分的竞猜活动一方面使学生掌握浅显的4个口味形容词，大大

地调动学生的参与性，为下面听力部分的学生打好精神基础。在2a、

2b的听力教学中，给学生设置明确的学习任务，由浅入深的完成各项

教学任务。最后，以2c的对话练习为依托，协助学生掌握探究事物起

源的what, who, where, when, how, shape, 以及taste，教会学生

学习的方法，也为下面3a的语篇教学做好铺垫。

2.设计理念

根据英语课程标准规定，通过听、说、读、写的训练，使学生获

得英语基础知识和获得英语基础知识和为交际初步使用英语的水平，

激发学生的学习兴趣，为进一步学习打好初步的基础。通过多媒体设

计各种图片协助学生加深对语言的理解，充分调动学生的积极性，注

重过程的评价，形成一定的综合语言的应用水平。拟采用了以下的教

学方法：

1)Teach English in English：即新课标倡导的“用英语教英语”，用英语教学，创造英语课堂良好的听的环境，让学生充分感知，积极体验，大胆实践，把握用英语交际的机会，鼓励学生大胆开口说

英语。

2)突出重点，突破难点：通过竞猜活动，亲自体验、听力训练、

鱼骨梳理、对话练习等多种形式强化知识的学习和被动语态的使用，

反复操练重点句型，巩固所学知识，提升灵活使用水平。

3)任务型教学法：倡导体验参与，培养自主学习水平。在课堂教

学中，通过学生自己或是合作式的学习来完成老师布置的每一个任务。在完成任务的同持续获得完成此任务所必须的知识、水平、技能等。

4) 游戏教学法：新课标倡导的“玩中学，学中玩”的理念很受学

生欢迎。采用学生亲口品尝的方式学习食物口味的四个形容词，再通

过猜食品盒子中的礼物的形式，归纳划分食物的口味。穿插奖品的获

得大大调动学生的参与力。有效地激发了学生的学习兴趣，活跃了课

堂气氛。

5)注重学生学习方法的指导：在通过2a和2b的学习后，教师以鱼骨的形式展示事物起源的what, who, when, where, how以及taste 等六大方面，协助学生掌握探究方法，提升写作的技巧。

6)借助多媒体辅助教学，形象、生动，使课堂容量相对增加，实现了课堂的即使反馈，给学生提供更多的语言实践机会，有利于综合语言使用水平的提升。

四教学过程

Step 1 Warming up

1. Play a cartoon video about the invention process of the light bulb.

2. The teacher stops the video at the proper time and asks，what was invented after that? Students answer, and the teacher continues to ask when the light bulb was invented and what it is used for. Then show another picture, guide a student to ask (who, when, be used for), another student

tries to answer.

At last, show a picture of a refrigerator, ask and answer as above. Then make the students to guess what are in it.

Step 2 Tastes

1. Open the refrigerator, and see 4 boxes, ask if they feel a kind of hungry, then take out four boxes the teacher has already prepared. Ask a student to taste a kind of food

in the red box，ask the taste of the food, guide to learn the new words： sour. Stick the paper with sour on it onto the box.

2. Make the students guess what else are in the red box.

Point out that the same box contains the same taste of food. And the students who guess the very food the box contains can get it as a present.

3. Learn the other 3 new words in the same way.

4. Sum up the foods, and then finish 1a (add the words：bitter, cold and hot if needed) and 1b.

Step 3 Potato chips

1. Show the students some potato chips the teacher has cooked, and ask two or three students to taste. Talk about it--- How do they taste? ( crispy, salty)

Why are they salty? (Sprinkle … on…)

What shape are they? (thinly-sliced)

Then guide the students to guess the cooking process of it.

2. Listen to 2a. Fill in the table below.

Who were the potato chips invented by?

When were the potato chips invented?

Where were the potato chips invented?

3. Listen again, and circle T or F. Check the answers.

4. Guide to understand some phrases in this part： by mistake, in the end, etc.

5. Listen again, and finish 2b.

Step 4 Pairwork

1. Ask the students questions：

What are the inventions?

Who were the potato chips invented by?

When were the potato chips invented?

Where were they invented?

How were they invented?

How do they taste?

Draw a fishbone when the teacher asks and the students answer.

2. Ask the students to work in pairs. Then ask 2 or 3

pairs to talk about. ( activity 2c)

3. Show the history of ice cream and the sandwich, ask

the students to make up conversations by looking at the fishbone.

4. Guide to know that when you want to introduce the history of something, you have to answer all the questions above, especially when you are writing an article.

Step 5 Class Closing

1. Guide the students to know that inventions make our

life more beautiful, the inventors’ wise make us live better. And we should do as the inventors did, never stop asking why and how.

Step 6 Homework

1. Surf the Internet to find out a history of an invention, make an invention card, and then ask and answer with your partner.

2. Try to write down an article about it.

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