Unit 1 When was it invented》教案1

Unit1Whenwasitinvented 课 Unit 1 When was it invented? 课时 1 课型 新授课 教学目标 1.KnowledgeObjects(1)KeyVocabulary：invent(2)TargetLanguage：Whenwasthetelephoneinvented?Ithinkitwasinventedin1876.2.AbilityObjects(1)Teachthestudentstousethenewwords.(2)Trainthestudentstotalkaboutthehistoryofinventions.(3)Trainthestudents'listeningandspeakingskillswiththetargetlanguage.   3.MoralObjectsManyimportantinventionshavechangedtheworldalot.Doyouknowtheinventorsofthem?Andwhenweretheyinvented? 重点难点及突破措施 教学重点：1.新的词汇和习语。1.Trainthestudentstotalkaboutthehistoryofinventions. 2.Trainthestudentstounderstandthetargetlanguageinspokenconversation 教具准备 课件,teachingcards,picturesandataperecorder. 板书设计 Unit1Whenwasitinvented?SectionBcrispy(hard,dryandeasilybroken)bymistakesourchef(cook)…salty(sprinkledwithlotsofsalt)sprinkle..on A:Didyouknowpotatochipswereinventedbymistake?B:Wow,Ididn’tknowthat.Whoinventedthem?A:TheywereinventedbyachefcalledGeorgeCrum.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) Step1BrainstormingPlayguessinggames:whatinventionsarethey?Onestudentcomestothefronttoguess,theothersdescribeaninventionshownonthescreenusingthepassivesentences:It’susedfor…Itwasinventedby…Itwasinventedin…etc.Taketurnstoshow‘lightbulb,alarmclock,microwaveoven’withsomeotherhelpfulpicturesthatcenteraboutthemnearbyonthescreen.(Purposeofdesigning:Toguidethestudentstoreviewwhattheylearnedlastlesson)Step2Leading-inT:Themicrowaveovenremindsmeofsomedeliciousfood.Iwillplayacartooncalled“musicfood”Myfavoritefoodisinit.Trytoguesswhatitis.Everytimewhentheygiveaguess,Iwillexpressmylikeanddislikebyusingsomeadjectiveslikesweet,crispy,salty,sour.Makesuretheyknowthemeaningsofthem.Forexample:S:ChocolateT:It’sverycrispy,butit’stoosweet.Idon’tlikeitCanyouguessthemeaningof‘crispy’?Itdescribesfoodthatishard.dryandeasilybroken.S:Milk.T:Iprefersourmilktomilk.Doyouknow‘sour’?Orangessometimestastesour.S:Fish.T:yes!Fishismyfavorite,andIespeciallylikesaltyfishthatissprinkledwithalotofsalt.Duringthiscourse,writedownthenewwordsontheblackboard..Finallyplayaleadingroletoreadthem.(Purpose:Toarousethestudents’interest,createusefulsituationsforthemtolearnthenewwords.Prepareforthenextstep.)Step3PracticeTaskOnewriting1a.Showfourfoodpicturesonthescreenandgetthestudentstodescribehowthefoodtastesandwritethemdown.1b.Askthemtolistthewordsofthefoodthathasdifferenttastesaccordingtotheheadingsonthescreenasmanyaspossible.sweetcrispysaltysourTheteachermovesaroundtheclassroomtoprovidehelpforthestudentswhohavetroubleinspellingsomehardwordsandchoosethreestudentswhowritedifferentwordsfromoneanother.(Purpose:Topracticeusingthetargetwordsandreviewthefoodwordstheyhavelearntbefore.)TaskTwoSpeakingandactingGetthethreestudentstothefront,dividetheclassintofourgroups:SweetGroup,CrispyGroup,SaltyGroup,SourGroupGamebegins:Thethreestudentsreadtheirwordsloudlyinclassonebyonewithoutrepetition,thegroupmembersshouldstandupassoonastheyhearawordthatbelongstothem.Calloutthestudentswhostoodupbymistakeandhavethemguessthemeaningof‘bymistake’.(Purpose:Thisisemployedtoshowthewordstheywroteandlinkthetargetwordswiththefoodwords,andgetthewholeclassmoving.) esentationT:Justnowyoumentionedmanykindsoffood,butdoyouknowtherearesomeinterestingstoriesbehindthem.Hereisone.Askthestudentstolookatthepicturein2aandimaginewhattheyaretalkingabout.S:Theyaretalkingaboutthestoryofpotatochips.T:Right.Maybeonthebagitsaystheinventionofthem!(Purpose:Cultivatetheirabilityofimaginationandpresenttheinventionofpotatochips.)Step5PracticeTaskOneListeningandunderstanding2a.Letthestudentslookthroughthesixsentencesintheboxandgetsomeinformationfromthem.ThenplaythetaperecordingtwiceforthemtolistenandcircleTorF.Checktheanswers.(Purpose:Toprovidepracticeinlisteningandunderstandingthetargetlanguageinspokenconversation.)TaskTwoListeningandwriting2b.Beforeplayingtherecording,getthestudentstotrytogiveanswersbymemory,orjustbyguessing.Afterawhile,playtherecordingforthemtofillinthemissingwordstheyhear.Thenchecktheanswerswhileconcentratingonthenewwords:chef,sprinkle…on…(Purpose:Toprovidepracticeinunderstandingandwritingthetargetlanguage,breakthroughthedifficultpoint.)TaskThreePairwork2c.Askthestudentstomakeconversationsusingtheinformationin2aand2b,thenasksomepairstoactthemout.asfollows:A:Didyouknowpotatochipswereinventedbymistake?B:Wow,Ididn’tknowthat.Whoinventedthem?A:TheywereinventedbyachefcalledGeorgeCrum.B:…(Purpose:Studentsarewillingtoshowthemselvesandthistaskprovidesbenefitsforbothmorefluentandlessfluentstudentstousethenewlanguagetotalkwithothersandachievetheabilityaim.)TaskFourGroupworkT:Areyouinterestedinthehistoryofthesandwich?Showsomepicturesaboutthestoryofsandwichesonthescreen,getthemtodiscussthehistoryingroupsoffourasfollows:InventionWhenwasitinvented?Who…by?Where…?How…?thesandwich    Theneachgroupchoosealeadertogiveareportinclassafterthat.(Purpose:Thisisemployedtodofurtherconsolidationandextensionusingthetargetlanguage,italsofostersasenseofcooperationintheclassroom.)Step6HomeworkT:Thinkofakindoffoodyoulikebestandtryanunusualwaytocookathomeandwriteyourexperienceinyourexercisebook.Andaskyourparenttosignhis/hernameonyourbook.(Purpose:Thenewtypeofhomeworkisemployedtorelatetheknowledgethattheylearnfromthislessonwiththeliferealities,andachievethemoralaims.) 教学后记（包括达标情况、教学得失、改进措施等） Mostofthestudentshavefinishedthetestpapereasily.Thisshowstheyhavegraspedtheknowledgeofthisunit.Butsomestudentshavetroublefinishingit.Theycan’tusethewords,expressionsandsentences.Especiallythepassivevoice.Explainandletthestudentsdosomeexercises.PAGE1