人教版九年级英语_unit 6第4课时 Section B (1a～1e)

第四课时Section B (1a～1e)
【学习目标】
1．能够通过听说学习与食物有关的词汇。

2．让学生通过阅读理解如何用一般过去时的被动语态描述发明史。

【学习重点】
重点单词及短语：sour，by mistake
【学习难点】
学会用一般过去时的被动语态对更广泛的发明进行描述。

☞学习提示
Teacher helps students to review
the words about food by asking：How does…taste？Encourage students to recall more adjectives to describe these fruits and food.
Task 1
☞学习提示
Preview the words on P45，read the words by phonetic symbols and mark the new words in the text.Finally finish the
task of 1a.
Task 2
☞学习提示
Listen to the tape on P45 and finish the listening tasks in 1c.Then students listen to the tape again and finish the listening task in 1d.Listen to the tape for third time，finish the complementary tasks.
(A)1.When were potato chips invented?
A．In 1853.
B．In 1850.
C．In 1835.
(B)2.Who invented the potato
chips?
A．A customer.
B．A cook.
C．A boss.
(C)3.Why was the plate of fried chips sent back?
A．Because they were crispy.
B．Because they were cut thin.
C．Because they were cut too thick.
情景导入生成问题
T：Do you know how the apples can taste?
S1：Yes.They may taste sweet.
T：And the oranges?
S2：…
sweet bananas；crispy potato__chips；salty noodles；sour grapes.
自学互研生成能力
Task 1Let's read new words and the phrases.
1．I can read.(我会读)
预习下列单词，争取自己能正确拼读。

拼读成功后再在课文中把单词标记出来。

crispy，salty，sour，by mistake，customer
2．I can write.(我会写)
翻译下列短语：
(1)more than one 不止一个(2)thin enough 足够薄
(3)in the end 最后
Task 2Let's listen to the tape and finish 1c，1d.
Task 3Let's make conversations and interview.
1．I can translate.(我会译)
(1)你知道土豆片是在无意中发明的吗？
Did you know potato chips were__invented__by__mistake?
(2)顾客认为土豆不够薄。

The customer thought the potatoes were not thin__enough.
(3)最后他在它们上面撒了许多盐以使它们足够咸。

Finally he put lots of salt on them so they were salty enough.
2．I can make conversations.(我会编对话)
你能结合课文内容编写对话，讨论薯片的发明过程吗？
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：When__were__they__invented?
A：They__were__invented__in__1853.
B：How__were__they__invented?
A：George__Crum__cooked__them__for__a__long__time__until__they__were__crispy.And__he__put__lots__of__salt__on_ _them__so__they__were__really__salty.
(A)4.What did people think of the thinly-sliced，salty chips?
A．They liked them very much.
B．They no longer ate them.
C．They hated them.
(C)5.What is the passage talking about?
A．A car accident.
B．The way of cooking
potato chips.
C．The invention of potato chips.
【学法指导】
►mistake
①mistake作名词，意为“错误”。

by mistake是介词短语，意为“错误地”；make a mistake意为“犯错误”。

②mistake作动词，意为“弄错，误解”。

mistake…for…意为“把……误当作……”。

►enough
enough作形容词时，enough＋n.＝n.＋enough；enough作副词时，adj./ad v.＋enough＋to do…意为“够……而能做……”。

Task 3
☞学习提示
【备注】
结合1c和1d完成教材1e的任务，要求学生模仿听力内容，进行对话练习，谈论物品的发明者，发明时间等。

According to 1C and 1d complete textbook 1e task，require students to imitate the listening，carry on the
conversation practice，talk about the invented of the objects invented time and so on.
3.I can summarize.(我会总结)
归纳until的用法：
(1)until用于肯定句中，意为“(一直到)……为止”，主句中的谓语动词必须是延续性动词，表示这一动作或
状态延续到until状语所表示的时间为止。

(2)until用于否定句中，即not…until，意为“直到……才”。

它表示主句的动作直到until状语所表示的时间才发生。

若主句为将来时，从句常用一般现在时。

交流展示生成新知
Show in groups.(Time：six minutes)
Task 1
First the students read the words and phrases in groups，then read together and sum up the usage of the words in groups，mark the difficult words in pronunciation and understanding(they can ask the teacher for help)．At last write them on the blackboard
Task 3
First the students discuss and check the answers in Task 3 in groups，then discuss and set scenes to perform dialogues.At last write show contents on the blackboard.
Class show.(Time：sixteen minutes)
Task 1
1．I can read.①Read together，pay attention to the pronunciation of “crispy” and “customer”；②Consolidate the word learning by word game.
2．I can write.①Students translate the phrases into English by answering quickly；②Read together；③Spot test：Consolidate the usage of phrases by making sentences.
Task 2
1．I can translate.①Ask students to translate the key sentences in Task 3；②Read together.
2．I can make conversations.①Students make dialogues according to the task；②Set scenes to perform the dialogues；③Spot test：Interview in class and design exercises about dialogue completion according to the interview.
3．I can summarize.①Sum up the usage of “until”；②Spot test：Consolidate the usage of“until”by making exercises themselves，then check the answers by answering quickly and explain.
当堂演练达成目标
1．那消息使我悲伤。

The news makes me sad.
2．我终于使那顾客满意。

I made the customer happy in the end.
3．它们不够咸。

They were not salty enough.
4．你知道薯条的历史吗？
Do you know the history of potato chips?
课后反思查漏补缺
收获：________________________________________________________________________ 困惑：________________________________________________________________________。