When was it invented教案4

　　 Ⅰ.Teaching Aims and Demands

　　 1.Knowledge Objects

　　 (1) Key Vocabulary

　　 sweet, salty, crispy, sour, potato, chip, mistake, by mistake. thin, in the end, chef , sprinkle

　　 (2) Target Language

　　 Did you know potato chips were invented by mistake?

　　 No, I didn't know that. Who invented them?

　　 2.Ability Objects

　　 (1) Train the students' reading, writing, speaking and listening skills with the target language.

　　 (2) Train the students to use the new vocabulary.

　　 3.Moral Objects

　　 Do you enjoy eating the potato chips? Have you ever thought of the history of the chips?

　　 Ⅱ.Teaching Key Points

　　 1.Train the students' reading, writing, speaking and listening skills with the target language.

　　 2.Teach the students to use the new vocabulary correctly.

　　 Ⅲ.Teaching Difficult Points

　　 Do the listening practice.

　　 Ⅳ.Teaching Methods

　　 1.Listening

　　 2.Pairwork

　　 Ⅴ.Teaching Aids

　　 1.A tape recorder

　　 2.Some bags of potato chips.

　　 Ⅵ.Teaching Procedures

　　 Step Ⅰ Revision

　　 1.Check the homework by asking some children to read their conversations to the class.

　　 2.Ask some questions about the inventions. For example. what do you think is the most helpful invention?

　　 3.Dictate the words below:

　　 bulb light, microwave oven, island.

　　 Step Ⅱ 1a

　　 This activity introduces new vocabulary.

　　 First, show the new vocabulary on the screen by a projector.

　　 sweet adj. 甜的;含糖的

　　 salty adj. 咸的;含盐的

　　 crispy adj. 脆的;易碎的

　　 sour adj. 酸的;酸味的

　　 potato n. 土豆

　　 chip n. (食物等)片

　　 mistake n. 错误;过失;误解

　　 by mistake 错误地

　　 thin adj. 薄的;细的

　　 in the end 最后;终于

　　 chef n. 厨师

　　 sprinkle v. 撒(粉末状物);洒(液体)

　　 Point to each word on the screen and teach the students to read one by one. Do it several times until the children can read the new words fluently.

　　 Read the instructions to the class.

　　 Point out the four adjectives on the left. Have them read the four words together. Then ask some different students to read them. Then ask the students to try to tell the meaning of each word in English in their own words, or give some examples of foods that show what each word means.

　　 For example, help the students explain it like this:

　　 Sweet is used for describing something that tastes like sugar or honey. It's the opposite word of sour.

　　 After that, ask the students to tell the names of the foods in the pictures-potato chips, lemon, ice cream, tea.

　　 Please choose the words in the box to describe how the food in the pictures tastes. Write them under the correct pictures. Note that some pictures have more than one word.

　　 Tell them to see the example answer before writing.

　　 After a while, check the answers by asking several students to read their answers to the class.

　　 Answers:

　　 potato chips: crispy, salty

　　 lemon: sour

　　 ice cream: sweet

　　 tea: sweet

　　 Optional activity

　　 Bring some foods that taste sweet, crispy, salty and sour to the class. Have some students, one at a time, taste little pieces of each food. Then report how the foods taste to the class with the new adjectives, sweet, crispy, salty and sour. Students may one more than one word to describe some foods.

　　 Step Ⅲ 1b

　　 This activity provides practice using the new vocabulary and writing familiar words.

　　 Ask the students to read the instructions together.

　　 Point out the four taste words. Then point to the sample answer given.

　　 Please write the name of a different food after each word.

　　 You can write the name of any food you know in the blank. Can you think of other sweet food now? (apple, orange, etc.)

　　 Ask the students to complete the activity on their own.

　　 After they all finish writing, ask some students to read their answers to the class.

　　 Check the answers with the whole class.

　　 Answers :

　　 Answers will vary but may include:

　　 sweet: apple, orange juice, soda, cake, honey

　　 crispy: french fries, salad, lettuce

　　 salty: french fries, olives, pepperoni, pizza, popcorn

　　 sour: pickle, grapefruit

　　 Step Ⅳ 2a

　　 This activity gives students practice understanding the target language in spoken conversation.

　　 Let the students read the instructions together. Be sure that they all know what to do.

　　 Call the students' attention to the six sentences in the box. Ask six different students to read them and do some explanation in their own words on each sentence.

　　 After that, get the students to guess what they will hear about.

　　 Maybe someone can answer like this, we may listen to something about the potato chips. Show some bags of potato chips to them or even let some children taste the chips.

　　 Yes. You'll hear a story about the invention of the potato chips. Please look at the first sentence now. It is a sample answer given. The statement is true so the letter

　　 T is circled.

　　 Then play the recording first. Students only listen.

　　 Play the recording again. Ask the children to listen and circle T for true or F for false.

　　 Check the answers with the whole class.

　　 Answers

　　 1.T 2.F 3.T 4.F 5.F 6.T

　　 Tapescript

　　 Boy 1 : Hey, did you know that potato chips were invented by mistake?

　　 Boy 2 : Really? What do you mean?

　　 Boy 1: Well, here on the bag it says that they were invented by a chef called George Crum.

　　 Boy 2 : When was that?

　　 Boy 1: Oh, it was way back in 1853.

　　 Boy 2: So, why was it an accident?

　　 Boy 1: Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick.

　　 Boy 2: So what happened?

　　 Boy 1 : Well, George was in a bad mood, so he cut the potatoes really, really thin, and he cooked them for a long time until they were crispy. And he sprinkled lots of salt on them so they were really salty. He thought the customer would hate them.

　　 Boy 2 : And?

　　 Boy 1: And the customer loved them and asked for more. He told the other customers about them, and soon everyone was ordering thinly sliced, crispy, salty potato chips.

　　 Boy 2 : And we're still eating them today. What a cool story!

　　 Boy 1: Yeah.

　　 Step Ⅴ 2b

　　 This activity gives students practice in understanding and writing the target language.

　　 Get the students to read the instructions together.

　　 Point to the blanks in the sentences in the story and tell them to complete the sentences while they are listening.

　　 You'll listen to the same recording again. Before I play the recording, please try to give the answers by memory, or just by guessing.

　　 It doesn't matter whether your answers are right or wrong.

　　 After a while, have the students get ready to listen.

　　 Play the recording again. Ask the students to fill in the blanks with the words they hear.

　　 Get several students to share their answers with the class. Correct the answers with the whole class.

　　 Answers

　　 1.Did you know 2.were invented 3.1853 4.were crispy 5.really salty

　　 Step Ⅵ 2c

　　 This activity provides guided oral practice using the target language.

　　 Play the recording of the history of chips again. Pause for the students to repeat after it. Get the students to read after the tape at least twice. Tell them to try their best to copy the pronunciation of the recording.

　　 Read the instructions to the class. Tell them that they will role-play the conversation, using the information from the activities in Activity 2a and Activity 2b.

　　 Ask a pair of the students to read the model conversation in the box.

　　 SA: Did you know potato chips were invented by mistake?

　　 SB: Wow, I didn't know that. Who invented them?

　　 SA: They were invented by a chef called George Crum.

　　 Write the conversation on the blackboard.

　　 Then ask another pair to make a conversation or continue the model conversation.

　　 They may say like this;

　　 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: Why was it an accident? Can you tell me the story?

　　 A: Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick.

　　 B: What happened next?

　　 A: So George was unhappy, he cut the potatoes really thin, and he cooked them for along time until they were crispy. He sprinkled lots of salt on them so they were really salty. He thought the customers would hate them.

　　 B: Go ahead, please.

　　 A: And the customer loved them and asked for more.

　　 B: What a cool story!

　　 Step Ⅶ Summary

　　 In this class, we've learned to describe how food tastes with some new adjectives. And we've done much listening practice on the target language. At last, we did some oral practice by making our own conversations.

　　 Step Ⅷ Homework

　　 1.Try to remember the new words learned today.

　　 2.Write out the conversation that you made by yourselves in Activity 2c.

　　 Step Ⅸ Blackboard Design

　　 Unit 10 When was it invented?

　　 Section B

　　 The Fourth Period

　　 Target Language:

　　 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.