课题

Unit 6 When was it invented?              3/5

教学要求

1. Learn the new words: sweet,   crispy, salty, sour, by mistake.2. Learn to talk about the history of   inventions.

教学重难点

1．Train the students' speaking and   listening

skills with the target language.2．Teach the students

to use the new vocabulary correctly.

教

法

合作学习法

交际型教学法

分组活动法

教学过程及问题情境

学生活动

设计意图

Step 1 Revision

Have a free talk.   Ask the students to practice talking to each other。

Step 2   Presentation

Ⅰ.1a

1. Read the four words and ask students to repeat   them. Give them a minute to read and write the words. Then tell the students   they are adjectives and they are used for describing things. For example: The   apple is sweet and sour.

2. Get the students to describe the things with the   given adjectives. Some food have more than one word.

3. Check the   answers.

Ⅱ1b Ask the   students to describe how food taste and finish 1b.

Ⅲ.2a

1. Let students describe   how potato chips taste and describe how helpful the potato  chips.

2..Ask the students to listen to a story about   the invention of the potato chips and circle T or F.

3. Check the   answers.

Ⅳ. 2b

1.Listen again and   complete the sentences.

2. Check the   answers.

Ⅴ.2c Pairwork

This activity provides guided oral practice using   the target language.

Ask the students work in pairs. Role play the   conversation about the invention of the potato chip. Use the information from   2a and 2b.

Step 3. Summary

Practice talking to each other。

Write the words under the correct pictures

Listen and circle T or F.

Listen again and complete the sentences.

Work in pairs. Role play the conversation about the   invention of the potato chip. Use the information from 2a and 2b.

复习上节课所学内容,巩固所学知识。

认知一些形容词，为听力做准备。

。

利用所学语言，创造新的对话，培养学生创新思维。

作业

布置

1. Learn the new   words: sweet, crispy, salty, sour, by mistake.

2. Learn to talk   about the history of inventions.

教

学

反

思

合理安排和修改教学结构，使学生在老师指引下学会学习，发挥自己的能力，在玩中学，在学中用，使教学具有有趣性。课堂教学由原来的学生不想说，不会说到现在的学生愿意说，愿意表演。教学的效果大大提高了。另外采用引导和模拟情景的学习方式使学生成为学习的主体。让学生在真实有趣的环境中学习，学生对英语的兴趣提高了。对于不懂的地方，他们也会主动的要求学习。