资源描述
Unit 1 When was it invented
课题
Unit 1 When was it invented?
课时
1
课型
新授课
教学目标
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 history 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?
重点难点分析及
突破措施
教学重点：1. 新的词汇和习语。
1.Train the students to talk about the history of inventions.
2.Train the students to understand the target language in spoken conversation
教具准备
课件, teaching cards , pictures and a tape recorder .
板书
设计
Unit 1When was it invented? Section B
crispy ( hard, dry and easily broken) by mistake
sour chef(cook)…
salty (sprinkled with lots of salt) sprinkle.. on
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: …
教 学 过 程
(包括导引新课、依标导学、异步训练、达标测试、作业设计等)
Step1 Brainstorming
Play guessing games: what inventions are they?
One student comes to the front to guess, the others describe an invention shown on the screen using the passive sentences: It’s used for… It was invented by…It was invented in…etc.
Take turns to show ‘light bulb, alarm clock, microwave oven’with some other helpful pictures that center about them nearby on the screen.
(Purpose of designing: To 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 using some adjectives like sweet, crispy, salty, sour . Make sure they know the meanings of them. For example:
S:Chocolate
T: It’s very crispy, but it’s too sweet. I don’t 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 milk. 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’ interest ,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 tastes according to the headings on the screen as many as possible .
sweet crispy salty sour
The 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 using the target words and review the food words they have learnt before.)
Task Two Speaking and acting
Get the three students to the front, divide the class into four groups:
Sweet Group , Crispy Group, Salty Group , Sour Group
Game begins: The three students read their words loudly in class one by one without 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 get the whole class moving.)
esentation
T: 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: 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 Practice
Task One Listening and understanding
2a. Let the students look through the six sentences in the box and get some information from them. Then 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 writing
2b. Before playing the recording, get the students to try to give answers by memory, 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, sprinkle…on…
(Purpose: To provide practice in understanding and writing the target language ,break through the difficult point.)
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 didn’t know that. Who invented them?
A: They were invented by a chef called George Crum.
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 Groupwork
T: Are you interested in the history of the sandwich?
Show some pictures about the story of sandwiches on the screen, get them to discuss the history in groups of four as follows:
Invention
When was it invented?
Who…by?
Where…?
How…?
the sandwich
Then 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 Homework
T: Think of a kind of food you like best and try an unusual way to cook at home and write your experience in your exercise book. And ask your parent to sign his/her name on your book.
(Purpose: The new type of homework is employed to relate the knowledge that they learn from this lesson with the life realities, and achieve the moral aims.)
教 学 后 记（包括达标情况、教学得失、改进措施等）
Most of the students have finished the test paper easily. This
shows they have grasped the knowledge of this unit.
But some students have trouble finishing it. They can’t use the words , expressions and sentences. Especially the passive voice.
Explain and let the students do some exercises.
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