人教新目标版英语九年级全Unit 6 When was it invented?Section B 1a-1e教学设计（1课时）

课题 人教版九年级全一册Unit 6 Section B (1a - 1e)
学科 九年级英语
学情 分析 学生对“美食”这个话题比较感兴趣，不满足于教科书上的知识，想获得更多的信息。授课对象为赣州市第十一中学九（3）班学生，班上28个学生多为后进生，其中有大约6-8个学生有英语基础，能积极参与英语课堂，学生们基本都能完成力所能及的作业。教授该班一年多，师生之间较为熟悉，学生能听懂常用的课堂用语和知晓课堂的操练模式。对于课堂中的图片、视频展示，学生们兴趣浓厚，在游戏环节积极参与，能用简单的英语表达描述食物的味道；有英语基础的学生能在听力中关注到重要信息，理解对话的含义，进而借助图片、提纲问题、关键词对薯片的历史进行复述，在完成任务链后能进行角色扮演。
教学 目标 经过本课的学习，学生能够： By the end of the class, Ss are able to: 掌握描述性形容词和一些食物的名称，并能用描述性形容词对事物的口感进行评价，能根据形容词写出相应食物的名称； Mater the descriptive adjectives like salty, sweet, sour, crispy and the nouns like potato chips, lemon, ice-cream, salted duck egg; 用被动语态叙述薯片发明的故事，模仿谈论薯片的发明； Use passive voice in past tense to tell the history of potato chips and role-play the conversation; 从薯片的发明的小故事中得到启示，更多的关注日常生活中的事物，学会积极地去改造生活. Pay more attention to things around us in our daily lives and make a better world.
教学 重点 本节课是一堂听说课。重点是让学生在有效的听力输入“美食薯片的发明”的对话之后，要求学生以不同形式（复述、角色扮演）的语言输出，完成对听力信息的吸收和内化。
教学 难点 难点： 让学生运用一般过去时的被动语态来对听力文本进行语言输出。 解决措施： 为了解决学生语言输入和输出的重难点，本节课在设计听力活动前期铺垫时，运用色彩鲜艳图片来激活和输入与食物相关的英语词汇；视学生学习较为困难的学情，在听前环节加入薯片制作的英语视频，讲解1C题目中的难词、生词，暗中为听力环节降低难度；在听中环节增加几个问题，启发学生思考听力内容，加深理解，保持继续学习的欲望；在听后环节借助图片、问题、关键词，通过师生互动、小组合作学习、小组展示，完成对听力内容的输出。
教学 准备 智慧作业、江西教育资源公共服务平台班级圈、赣教云教学通2.0、班班通、PPT、黑板、钉钉、江西教育资源公共服务平台教师个人空间。
教学 过程 课前环节 确定本课时教学目标、教学内容、教学重难点、教学方法、教学策略，完成课前资源开发与上传。 课中环节 Step I Warming-up Look at the picture and talk: What did they eat What do you think of the ice-cream (设计意图：激活学生记忆中与食物相关的英语词汇。) Step II Presentation Present words about flavor and some food with pictures. Flavor: sour, salted&salty, bitter, crispy Food: lemon,potato chips (设计意图：呈现听力任务中的生词、归类有关味道的描述性形容词。) Step III Before-listening Work on 1a. Work on 1b. Talk about opinions on potato chips. Qs: Do you like potato chips Why are they so crispy Are they thin or thick Watch a video and talk about how to make potato chips. First, cut the potatoes really, really thin. And then, cook them for a long time until they are crispy. Finally, put lots of salt on them so they are really salty. (设计意图：锁定课本内容位置，点读巩固新授单词，采用头脑风暴的集体活动模式，渗透学习策略，加入听力中可能出现的词汇难点，暗中降低听力难度。) Step IV While-listening Listen for the first time to get the main idea. Before listening, look at the picture and read the items in 1c. Explain some difficult words. Qs: What are they talking about Where does the story happen Listen for the second time and finish 1c. Before listening, underline the key words for each item. Check the answer with partners. Listen for the third time and check the answer with the class. Thinking: Why was it a mistake Did the cook did a right thing Listen for fourth time and finish 1d. Before listening, read together the revised passage in 1d and predict the answer (passive voice in past tense, year, descriptive adjective) Read the short passage together and check the answer. (设计意图：让师生快速抓住困难所在。听力信息的充分输入为后面的目标语言的输出做充分准备。) Step V After-listening Follow the recording and read aloud the conversation. Answer the questions: How and when were potato chips invented？ What was the name of the inventor What was his job Why was it a mistake What did the cook do with the potatoes then How can you make food crispy/salty？ （设计意图：运活跃课堂氛围，巩固听力内容，为Group work搭好语言支架。） Step VI Group work Draw a mind-map with group members (groups of four). Retell the story with group members according to the mind-map, pictures, key words and questions on study sheet. （设计意图：多方位评价学生的学习，同时起到督促监控学习过程的作用。） Step VII Homework Option 1: Follow the words and sentences. Option 2: Role-play the conversation. Exercises (设计意图：关注个体差异，让学习程度不同的学生选择钉钉软件上的其一英语口语作业。全体学生完成英语作业本上的习题。)