unit 10全单元教案及课后反思(4)

What a cool story! Boy 1: Yeah． StepⅤ 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 StepⅥ 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 black board． 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 a long 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． StepⅨ 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． Unit 10 When was it invented? The Fifth Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary by accident, beverage, thousand, according, according to, ancient, legend, emperor, boil, fire, leaf, nearly, fall into, remain． notice, produce, pleasant, smell, taste, in this way, metal, pie, flying disk, bakery． Bridgeport, Connecticut, throw, special （2） The reading passage about tea． （3） The writing passage about the flying disk． 2． Ability Objects （1） Train the students’ reading skill on how to answer the questions． （2） Train the students’ writing skill by writing an article． （3） Train the students’ speaking skill． 3． Moral Objects China is among the leading countries in tea production in the world． Let’s learn some history about the invention of tea． Ⅱ． Teaching Key Points 1． The reading passage about tea． 2． Lots of new words． 3． The writing practice on the invention the flying disk． Ⅲ． Teaching Difficult Points 1． To teach the students so many new word in a single class． 2． To help the students understand． the reading passage． 3． To direct the students to write the article． Ⅳ． Teaching Methods 1． Understanding the passage by answering the questions． 2． Doing writing practice by writing similar articles to the model one． 3． Pairwork． Ⅴ． Teaching Aids 1． Some real different kinds of tea and a real flying disk． 2． A projector． Ⅵ． Teaching Procedures Step I Revision 1． Revise the history of chips by asking the following questions: Were the potato chips invented by mistake? When were they invented? Who invented the potato chips? How were the potato chips invented? 2． Dictate the words below: sprinkle, chef, in the end, by mistake, potato chips, crispy, salty, sweet, sour, thin． 3． Check the homework． Step Ⅱ 3a This activity provides reading practice using the target language． First, show the new words in the reading passage on a screen by a projector: by accident 偶然；意外 beverage n． 饮料 thousand n．一千；许多 according adj． 相符的；一致的 according to 根据……；按照 ancient adj． 古代的；古老的 legend n． 传说；传奇故事 emperor n． 皇帝；君主 boil v．煮沸；烧开 fire n． 火； 炉火 leaf n． 叶；树叶 （ pl． leaves） nearby adj．临近的；附近的 adv． 在附近 fall into落入；陷入 remain v．保持；剩余；残余 notice v． 注意到 n． 注意 ；通知 produce v． 生产；制造；产生 pleasant adj．舒适的；令人愉快的 smell n． 气味；嗅觉 taste v． 尝；品尝 in this way 这样 Point to each word on the screen and teach the children to read it． Do it several times until the students can read each word correctly． Ask some students to read the words to the class to see if they can pronounce each word correctly． Ask the students to read the instructions together． Point to the title of the passage and say like this, showing a bag of tea to the class, we’ve learned the history of chips． Now there is a passage about the invention of tea． Please read the article silently by yourselves now and write out the answers to the questions beneath the article． Read these four questions to the class: 1． What is the article about? 2． When was it invented? 3． Who was it invented by? 4． How was it invented? Tell them to read the article at least twice． They can try to catch the main idea the first time and answer the questions the second time． Tell them to circle any words or phrases that they don’t understand． Ask four different students to read their answers to the class． Then ask some others to decide if their answers are right． Anyone in the class can provide his or her different answers to the class． Check the answers with the class． Then encourage the children to ask questions on the words or phrases that they don’t understand, Ask other students to explain or define the new words in their own

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