【核心素养目标】Unit 6 When was it invented Section B (1a-1e)表格式教案

课题 Unit 6 When was it invented Section B (1a-1e) 班级 备课教师
课型 听说课 课时 4
核心素养与思政渗透 本课时的话题围绕“美食发明”的话题展开，在谈论薯片的发明的语境下引导学生继续学习学习使用一般过去时的被动语态，通过了解和谈论薯片等美食的发明史，拓宽知识面，激发学生对英语的学习兴趣和创造发明的欲望，引导学生敢于大胆想象，培养其创造性思维和丰富的想象力，同时，懂得“如果善于观察、勤于思考，每个人都能成为生活中的发明家”的道理。
课标分析 新课标要求九年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；领会所学简短语篇蕴含的人文精神、科学精神和劳动价值，感悟诚实、友善等中外社会生活中的传统美德；能在学习活动中积极与他人合作，共同完成学习任务。
教学目标 语言能力 能够在谈论美食发明的情境中正确使用新词汇和一般过去时的被动语态，以听、看、说等方式理解和谈论薯片的发明小故事等相关内容；通过整体理解、细节获取、信息整合等途径促进听说技能的提升；
文化品格 能够通过谈论美食发明史话题，拓宽知识面，敢于大胆想象，并懂得“如果善于观察、勤于思考，每个人都能成为生活中的发明家”的道理；
思维品质 能够在听说活动中准确获取并清晰表达有关薯片及其他美食的发明史等方面的信息，提高思维的逻辑性、深刻性和批判性；
学习能力 能够通过谈论美食话题，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能主动参与各种英语实践活动，注意倾听，积极使用英语进行交流。
教材内容分析 本课是一节听说课，主要介绍了现代生活中的一项美食发明——薯片。1a-1e是一个完整的听说任务链。1a-1b要求学生观看几种常见食物图片并能用描述性形容词对其口感做出评价，还需要根据形容词写出相应食物名称。活动1c-1d是对听力输入的信息进行多层次的处理，需要学生运用反义词、信息综合判断等，对学生捕捉信息、处理信息的能力提出了更高的要求。1e要求学生根据听力信息，模仿谈论薯条的发明，内化听力信息。
重点 听懂并完成本课时的听力任务，运用所学词汇和被动语态的过去式简单介绍关于薯片发明的小故事；
难点 能恰当、正确地使用被动语态谈论美食的发明。
学情分析 本单元已经学习了三节课，学生对于过去式被动语态的构成有了一定的掌握，大部分学生能够用被动语态进行表达，为本节课的听说活动奠定了基础。同时，美食的发明故事又是贴近学生生活的话题，能够激发学生的学习兴趣。
第 页
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Enjoy a video about many kinds of foods. Look at the pictures of different kinds of foods and talk about their taste. Sa: They taste sour/ sweet/ bitter/ spicy/ salty/ crispy/ ... Step 2. Pre-listening. Have a brainstorming about the foods with the similar taste. Work on 1a. Write the words about taste under the correct pictures. Check the answers. Sa: The potato chips are crispy and salty. Work on 1b. Write the name of a different food after each word. Use the adjectives to make conversations. Sa: What food is sour Sb: I think pineapples are sour. What food is crispy Sa: I think biscuits are crispy. Step 3. While-listening. Prediction. Observe the picture in 1c and make some predictions. Ss: They are talking about potato chips. Making judgments. Read the instructions and the statements. Be sure that they all know what to do. Try to understand the words “by mistake”, “customer”, “ in the end”, etc.
Listen for the first time, and circle T for true or F or false. Check their answers and try to correct the wrong pleting the passage. Read the short passage first and guess the missing words. Then listen again and complete the sentences. Information card. Observe the information card and write down something they’ve known. Listen again and fill in the card. Step 4. Post-listening. Retelling. Answer the questions according to the passage and information card. Sa: They were invented by a cook called George Crum. Sb: In 1853. Sc: He ordered a plate of fried potatoes. Sd: He thought they were cut too thick. Se: He cut the potatoes really, really thin and cooked them for a long time until they were crispy. And he put lots of salt on them so they were really salty. Pair work. Work in pairs and make conversations. Sa: Did you know potato chips were invented by mistake Sb: Wow, I didn’t know that. Who invented them Sa: George Crum did. It was invented by the cook. Sb: How did he invent them Sa: ... Step 5. Conclusion. Have a summary of what we have learned with the help of T. Play a short video of “A Bite of China”. T: Life is full of delicious food! Present some pictures of food. T: How do they taste Guide Ss to sum up the words to describe food. Read the instruction to the class. Have Ss read the four adjectives on the left. Make sure Ss can understand the meaning. Then ask Ss to choose the words in the box to describe how the food tastes. Point out the four words and provide some examples and let Ss think of other food. Ask Ss to work in pairs and make conversations. Ask Ss to predict what they will hear based on the picture. T: What are they doing T: Do you know how potato chips were invented Call Ss’s attention to the six sentences in the box. Guide Ss to circle some key words. Play the recording and ask Ss to make judgments. While checking answers, encourage them to correct the wrong statements. Encourage Ss to fill in the blanks in 1d before listening. The play the recording again and ask Ss to complete the sentences. Get several Ss to share their answers. Correct the answers with the whole class. Provide the structure for Ss to record the key information. Provide more questions for further understanding. T: Who invented potato chips T: When were they invented T: What did the custom order at the restaurant T: What did the custom think of the potato chips George cooked at first T: How did George cook the potatoes then Ask Ss to work with their partners to make conversations about the invention of potato chips. Use the information in 1c and 1d. Walk around the classroom and offer help if necessary. Then invite some pairs to show their work in class. Explain some language points. 通过“舌尖上的中国”节选视频资料和多种事物图片的补充，导入本课涉及的美食话题，激发学生的学习兴趣。 通过词汇小结、头脑风暴、同伴合作交流等活动形式,引导学生谈论不同食物的口感，激活并增加学生关于本话题下的背景知识储备，为下面的活动做铺垫。 在输入相关背景知识后，引导学生与同伴合作，尝试用口头语言表达出不同食物的口感等信息，使其敢于开口说英语。 通过层层递进的听力活动，进行知识的理解巩固和听力策略的渗透。听前鼓励学生大胆预测，促使学生在听中有侧重点的关注内容。 听力第一遍要求学生初听掌握大意，第二遍让其听录音判断句子正误，检测学生对于听力内容的细节把握和简单推断。播放之前让学生根据句子预测听力内容和故事发生的地点，可以激发学生的好奇心，加强听的动机，学生会听得更认真。 第三遍听力，让学生完成根据对话内容改写的语篇填空，获取并关注细节信息。 第四遍听力，让学生完成根据对话内容改写的薯片发明史信息卡，引导学生学会信息整合和创造性呈现，同时，获取并关注更多细节信息，挑战自我。 通过问题链引导，让学生尝试用自己的话表达短文和信息卡内容，有利于目标语言的巩固和口语表达能力的提高。 通过同伴合作，为学生创设运用重点句型进行口语表达的机会，让学生根据听力信息，模仿谈论薯片的发明，内化听力信息。 总结提炼，情感渗透，帮助学生懂得“如果善于观察、勤于思考，每个人都能成为生活中的发明家”的道理。
第 页
课 时 达 标 检 测
Ⅰ.根据句意及汉语或首字母提示完成句子。 Put it in the oven for about 30 minutes so that it can become dry and 　　　(脆的). —Celia, do you like the oranges —No. They taste too (酸的). There aren't e　　 apples. Let's go to the market to buy some. —Sorry, Amanda, I took your ruler by m　　　　. —It's OK. Tony waited u　　 his father came back from work. Ⅱ.用所给单词的适当形式填空。 If you put too much salt in the dishes, they will be　 (salt). I think this restaurant serves all the (customer) well. The delicious food was 　 　　(cook) by my mother. In Joe's spare time, he often tries to invent something useful. He 　(real) loves inventing. Many things 　　 　(invent) years ago are still used today. Ⅲ. 单项选择。 (　)11.The potato chips have been in the paper bag for half an hour. They are not 　　 anymore. crispy B.sweet C.salty (　)12.—The soup tastes 　　. —Maybe I added too much 　　just now. A.salt; salt 　　　 B.salt; salty C.salty; salt (　)13.The students at the back can't see the words on the blackboard 　　. A.enough clearly 　 B.clearly enough C.clear enough (　)14.The young man was made 　　 the 　　 slices. A.cut; potatoes 　 B.to cut; potato C.to cut; potatoes
第 页
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 6 When was it invented Section B (1a-1e)
作 业 设 计
Level A Search more information about other invention of food. Write a passage about it to share with your family and friends.
Level B Make a play of the invention of potato chips. If you can act it out, record a video.
教 学 反 思
第 页