九年級(jí)英語(yǔ)全冊(cè)Unit1Whenwasitinvented教案1魯教版五四制

1、unit 1 when was it invented課題unit1whenwasitinvented?課時(shí)1課型新授課教學(xué)目標(biāo)1.knowledge objects(1) key vocabulary：invent (2) target language：when was the telephone invented? i think it was invented in 1876. 2. ability objects(1) teach the students to use the new words.(2) train the students to talk about the hi

2、story of inventions.(3) train the students listening and speaking skills with the target language. 3.moral objects many important inventions have changed the world a lot. do you know the inventors of them? and when were they invented?重點(diǎn)難點(diǎn)分析及突破措施教學(xué)重點(diǎn)：1. 新的詞匯和習(xí)語(yǔ)。1.train the students to talk about the

3、history of inventions. 2.train the students to understand the target language in spoken conversation教具準(zhǔn)備課件, teaching cards , pictures and a tape recorder .板書設(shè)計(jì)unit 1when was it invented? section bcrispy ( hard, dry and easily broken) by mistakesour chef(cook)salty (sprinkled with lots of salt) sprin

4、kle. ona: did you know potato chips were invented by mistake?b: wow, i didnt know that. who invented them?a: they were invented by a chef called george crum .b: 教 學(xué) 過 程(包括導(dǎo)引新課、依標(biāo)導(dǎo)學(xué)、異步訓(xùn)練、達(dá)標(biāo)測(cè)試、作業(yè)設(shè)計(jì)等)step1 brainstorming play guessing games: what inventions are they?one student comes to the front to gue

5、ss, the others describe an invention shown on the screen using the passive sentences: its used for it was invented byit was invented inetc.take turns to show light bulb, alarm clock, microwave ovenwith some other helpful pictures that center about them nearby on the screen.(purpose of designing: to

6、guide the students to review what they learned last lesson)step2 leading-in t: the microwave oven reminds me of some delicious food. i will play a cartoon called “music food” my favorite food is in it. try to guess what it is.every time when they give a guess, i will express my like and dislike by u

7、sing some adjectives like sweet, crispy, salty, sour . make sure they know the meanings of them. for example:s:chocolatet: its very crispy, but its too sweet. i dont like it can you guess the meaning of crispy? it describes food that is hard .dry and easily broken.s :milk.t:i prefer sour milk to mil

8、k. do you know sour? oranges sometimes taste sour.s: fish.t: yes! fish is my favorite, and i especially like salty fish that is sprinkled with a lot of salt.during this course, write down the new words on the blackboard.finally play a leading role to read them. (purpose :to arouse the students inter

9、est ,create useful situations for them to learn the new words.prepare for the next step. )step3 practice task one writing 1a.show four food pictures on the screen and get the students to describe how the food tastes and write them down.1b.ask them to list the words of the food that has different tas

10、tes according to the headings on the screen as many as possible .sweet crispy salty sourthe teacher moves around the classroom to provide help for the students who have trouble in spelling some hard words and choose three students who write different words from one another.(purpose: to practice usin

11、g the target words and review the food words they have learnt before.)task two speaking and actingget the three students to the front, divide the class into four groups:sweet group , crispy group, salty group , sour groupgame begins: the three students read their words loudly in class one by one wit

12、hout repetition, the group members should stand up as soon as they hear a word that belongs to them. call out the students who stood up by mistake and have them guess the meaning of by mistake.(purpose: this is employed to show the words they wrote and link the target words with the food words, and

13、get the whole class moving.)esentationt: just now you mentioned many kinds of food, but do you know there are some interesting stories behind them. here is one.ask the students to look at the picture in 2a and imagine what they are talking about.s: they are talking about the story of potato chips.t:

14、 right .maybe on the bag it says the invention of them!(purpose: cultivate their ability of imagination and present the invention of potato chips.)step5 practicetask one listening and understanding2a. let the students look through the six sentences in the box and get some information from them. then

15、 play the tape recording twice for them to listen and circle t or f. check the answers.(purpose: to provide practice in listening and understanding the target language in spoken conversation.)task two listening and writing2b. before playing the recording, get the students to try to give answers by m

16、emory, or just by guessing. after a while, play the recording for them to fill in the missing words they hear. then check the answers while concentrating on the new words: chef, sprinkleon(purpose: to provide practice in understanding and writing the target language ,break through the difficult poin

17、t.) task three pairwork 2c.ask the students to make conversations using the information in 2a and 2b ,then ask some pairs to act them out. as follows:a: did you know potato chips were invented by mistake?b: wow, i didnt know that. who invented them?a: they were invented by a chef called george crum.

18、b: (purpose:students are willing to show themselves and this task provides benefits for both more fluent and less fluent students to use the new language to talk with others and achieve the ability aim.)task four groupworkt: are you interested in the history of the sandwich?show some pictures about

19、the story of sandwiches on the screen, get them to discuss the history in groups of four as follows: inventionwhen was it invented?whoby?where?how?the sandwichthen each group choose a leader to give a report in class after that .(purpose: this is employed to do further consolidation and extension using the target language, it also fosters a sense of cooperation in the classroom.) step6 homeworkt: think