Unit 1 When was it invented》教案1
合集下载
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
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
by mistake chef(cook)… sprinkle.. on
板书 设计
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: …
Unit 1 When was it invented
课题
教学 目标
Unit 1 When was it inve 课时 1 nted?
课型 新授课
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.
教具 准备
课件, teaching cards , pictures and a tape recorder .
Unit 1When was it invented?
Section B
crispy ( hard, dry an d easily broken)
sour
salty (sprinkled with lots of salt)
教学过程 (包括导引新课、依标导学、异步训练、达标测试、作业ing
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 desi gning: To guide the students to review what they learned last lesson)
(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, bu t do you know there are some interesting stories behind them. Here is one.
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. )
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
Step3 Practice
Task One writing 1a.Show four food pictures on the screen and get the students to describe how th e 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 .
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
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 stu dents 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:
Ask the st udents 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.)
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.
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
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:
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’.
by mistake chef(cook)… sprinkle.. on
板书 设计
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: …
Unit 1 When was it invented
课题
教学 目标
Unit 1 When was it inve 课时 1 nted?
课型 新授课
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.
教具 准备
课件, teaching cards , pictures and a tape recorder .
Unit 1When was it invented?
Section B
crispy ( hard, dry an d easily broken)
sour
salty (sprinkled with lots of salt)
教学过程 (包括导引新课、依标导学、异步训练、达标测试、作业ing
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 desi gning: To guide the students to review what they learned last lesson)
(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, bu t do you know there are some interesting stories behind them. Here is one.
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. )
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
Step3 Practice
Task One writing 1a.Show four food pictures on the screen and get the students to describe how th e 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 .
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
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 stu dents 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:
Ask the st udents 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.)
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.
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
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:
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’.