2019-2020年人教新目標(biāo)版英語(yǔ)九《Unit 9 When was it invented》word教案.doc

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UNIT9 When was it invented? Outline: 1.Analysis of teaching material 2.Analysis of teaching methods 3.Teaching procedures 4.Teaching reflection Part1 Analysis of the teaching material 1. Status and function: This is the first part of Section B, it links the preceding with the following in Unit 9. Not only does it help the students review the food words and the Passive Voice they have learnt before, but also it helps them learn to describe different tastes and talk about the history of the invention. Such a topic is related to daily life, so it is helpful to inspire the students’ learning motivation and interest. 2. Teaching aims and demands Knowledge aims: ☆The target words: crispy, salty, sour, chef, sprinkle, by mistake. ☆The target language: Did you know potato chips were invented by mistake? Wow, I didn’t know that. Who invented them? ...etc. Ability aims: ☆Be able to describe different tastes using the target words. ☆Train the students’ listening, speaking, reading and writing skills with the target language. Moral aims: Cultivate the students’ ability of observation, imagination and their spirit of innovation. 3. Teaching emphasis and difficulties: Important points The target words and language. (According to the English syllabus and the language structures in this lesson.) Difficult points: The listening practice and correctly express the history of the invention. (According to the teaching prediction and the students’ cognitive level) Part 2 Analysis of teaching methods 1. Teaching methods: “Task-based teaching method “with the help of useful situations to classify the tasks and give different students different evaluations. (To make language learning successful through a step-by-step progression that builds confidence and leads to open-ended activities.) 2.Teaching aids: Multimedia puter, Tape recorder, PowerPoint. (According to the students’ psychological characteristics. They enjoy music, pictures and cartoons.) Part 3 Teaching procedures Step 1 Brainstorming Play guessing games: what inventions are they? One student es 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) Step 2 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. ) Step 3 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 . 2019-2020年人教新目標(biāo)版英語(yǔ)九《Unit 9 When was it invented》word教案 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.) Step 4 Presentation 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.) Step 6 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.) Blackboard design: Unit 9 When was it invented? Section B crispy ( hard, dry and easily broken) by mistake sourchef(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: … (Purpose: To show the language structures they mainly learn from this lesson.) Part 4 Teaching reflection According to << English Course Standard >>,I bine different language structures and functions with different studying tasks. I put emphasis on raising the students’ interest, forming effective strategies and developing the cooperative spirit. And I think I’ll make it. This is a period of various contents, maybe the time of one class is not enough, I need to adjust the teaching steps according to the actual situations. And in 1b. of Step3,it requires the teacher to have a large vocabulary to provide help for students. One minute in class, ten years’ hard working after class—I need to hold on to studying to improve myself.