九年級(jí)英語(yǔ)全冊(cè) Unit 10 When was it invented？The Fourth Period教案 人教新目標(biāo)版

1、Unit 10 When was it invented？The Fourth PeriodTeaching Aims and Demands1Knowledge Objects(1) Key Vocabularysweet, salty, crispy, sour, potato, chip, mistake, by mistake. thin, in the end, chef , sprinkle(2) Target LanguageDid you know potato chips were invented by mistake?No, I didn't know that.

2、 Who invented them?2Ability Objects(1) Train the students' reading, writing, speaking and listening skills with the target language.(2) Train the students to use the new vocabulary.3Moral ObjectsDo you enjoy eating the potato chips? Have you ever thought of the history of the chips?Teaching Key

3、Points1Train the students' reading, writing, speaking and listening skills with the target language.2Teach the students to use the new vocabulary correctly.Teaching Difficult PointsDo the listening practice.Teaching Methods1Listening2PairworkTeaching Aids1A tape recorder2Some bags of potato chip

4、s.Teaching ProceduresStep Revision1Check the homework by asking some children to read their conversations to the class.2Ask some questions about the inventions. For example. what do you think is the most helpful invention?3Dictate the words below:bulb light, microwave oven, island.Step 1aThis activi

5、ty introduces new vocabulary.First, show the new vocabulary on the screen by a projector.sweet adj. 甜的；含糖的salty adj. 咸的；含鹽的crispy adj. 脆的；易碎的sour adj. 酸的；酸味的potato n. 土豆chip n. (食物等)片mistake n. 錯(cuò)誤；過(guò)失；誤解by mistake 錯(cuò)誤地thin adj. 薄的；細(xì)的in the end 最后；終于chef n. 廚師sprinkle v. 撒(粉末狀物)；灑(液體)Point to each word

6、 on the screen and teach the students to read one by one. Do it several times until the children can read the new words fluently.Read the instructions to the class.Point out the four adjectives on the left. Have them read the four words together. Then ask some different students to read them. Then a

7、sk the students to try to tell the meaning of each word in English in their own words, or give some examples of foods that show what each word means.For example, help the students explain it like this:Sweet is used for describing something that tastes like sugar or honey. It's the opposite word

8、of sour.After that, ask the students to tell the names of the foods in the picturespotato chips, lemon, ice cream, tea.Please choose the words in the box to describe how the food in the pictures tastes. Write them under the correct pictures. Note that some pictures have more than one word.Tell them

9、to see the example answer before writing.After a while, check the answers by asking several students to read their answers to the class.Answers:potato chips: crispy, saltylemon: sourice cream: sweettea: sweetOptional activityBring some foods that taste sweet, crispy, salty and sour to the class. Hav

10、e some students, one at a time, taste little pieces of each food. Then report how the foods taste to the class with the new adjectives, sweet, crispy, salty and sour. Students may one more than one word to describe some foods.Step 1bThis activity provides practice using the new vocabulary and writin

11、g familiar words.Ask the students to read the instructions together.Point out the four taste words. Then point to the sample answer given.Please write the name of a different food after each word.You can write the name of any food you know in the blank. Can you think of other sweet food now? (apple,

12、 orange, etc.) Ask the students to complete the activity on their own.After they all finish writing, ask some students to read their answers to the class.Check the answers with the whole class.Answers :Answers will vary but may include:sweet: apple, orange juice, soda, cake, honeycrispy: french frie

13、s, salad, lettucesalty: french fries, olives, pepperoni, pizza, popcornsour: pickle, grapefruitStep 2aThis activity gives students practice understanding the target language in spoken conversation.Let the students read the instructions together. Be sure that they all know what to do.Call the student

14、s' attention to the six sentences in the box. Ask six different students to read them and do some explanation in their own words on each sentence.After that, get the students to guess what they will hear about.Maybe someone can answer like this, we may listen to something about the potato chips.

15、 Show some bags of potato chips to them or even let some children taste the chips.Yes. You'll hear a story about the invention of the potato chips. Please look at the first sentence now. It is a sample answer given. The statement is true so the letterT is circled.Then play the recording first. S

16、tudents only listen.Play the recording again. Ask the children to listen and circle T for true or F for false.Check the answers with the whole class.Answers1T 2F 3T 4F 5F 6TTapescriptBoy 1 : Hey, did you know that potato chips were invented by mistake?Boy 2 : Really? What do you mean?Boy 1: Well, he

17、re on the bag it says that they were invented by a chef called George Crum.Boy 2 : When was that?Boy 1: Oh, it was way back in 1853.Boy 2: So, why was it an accident?Boy 1: Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were

18、cut too thick.Boy 2: So what happened?Boy 1 : Well, George was in a bad mood, so he cut the potatoes really, really thin, and he cooked them for a long time until they were crispy. And he sprinkled lots of salt on them so they were really salty. He thought the customer would hate them.Boy 2 : And?Bo

19、y 1: And the customer loved them and asked for more. He told the other customers about them, and soon everyone was ordering thinly sliced, crispy, salty potato chips.Boy 2 : And we're still eating them today. What a cool story!Boy 1: Yeah.Step 2bThis activity gives students practice in understan

20、ding and writing the target language.Get the students to read the instructions together.Point to the blanks in the sentences in the story and tell them to complete the sentences while they are listening.You'll listen to the same recording again. Before I play the recording, please try to give th

21、e answers by memory, or just by guessing.It doesn't matter whether your answers are right or wrong.After a while, have the students get ready to listen.Play the recording again. Ask the students to fill in the blanks with the words they hear.Get several students to share their answers with the c

22、lass. Correct the answers with the whole class.Answers1Did you know 2were invented 31853 4were crispy 5really saltyStep 2cThis activity provides guided oral practice using the target language.Play the recording of the history of chips again. Pause for the students to repeat after it. Get the student

23、s to read after the tape at least twice. Tell them to try their best to copy the pronunciation of the recording.Read the instructions to the class. Tell them that they will role-play the conversation, using the information from the activities in Activity 2a and Activity 2b.Ask a pair of the students

24、 to read the model conversation in the box.SA: Did you know potato chips were invented by mistake?SB: Wow, I didn't know that. Who invented them?SA: They were invented by a chef called George Crum.Write the conversation on the blackboard.Then ask another pair to make a conversation or continue t

25、he model conversation.They may say like this;A: Did you know potato chips were invented by mistake?B: Wow, I didn't know that. Who invented them?A: They were invented by a chef called George Crum.B: Why was it an accident? Can you tell me the story?A: Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick.B: What happened next?A: So George was unhappy, he cut the potatoes really thin, and he co