初中英语人教新目标 (Go for it) 版九年级全册Section B教案

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

Activity 3:

Mind-mapping

(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-describing

(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

Activity 6:

After-school 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

Unit 9 When was it invented?

Section B 3a – Self check

Problem: ______________________

Invention: _____________________

What it is used for: ______________

. drowning

. buoy

. Kingii

. device