初中英语人教版（2024）九年级全册Section B教学设计

这是一份初中英语人教版（2024）九年级全册Section B教学设计，共4页。

Teaching Aims
1.语言能力：了解薯片发明的历史。
2.文化意识：懂得发明的重要性。
3.思维品质：学会多角度地描述一种食物尝起来的感觉。
4.学习能力：用一般过去时的被动语态介绍一种食物是怎样发明的。
Teaching Difficulties
用一般过去时的被动语态介绍一种食物是怎样发明的。
Teaching Aids
multimedia curseware r ther realia that the T needs fr teaching
Teaching Prcedures
Tips
Step 1 Warming up
Think-Pair-Share
Step 1: Ask Ss t find their shulder partners.
Step 2: Give Ss thinking time and ask them t think abut the questins: D yu eat snacks? What snacks d yu like t eat?
Step 3: Ask Ss t share their answers with their partners.
Step 4: Ask S t describe the taste f the snack he / she likes. (T can shw Ss sme wrds and the sentence structure t describe tastes.)
Step 2 Presentatin & Practice
Pre-listening
Shw Ss pictures n PPT P7 and ask: What kind f fd can yu see in these pictures? (ptat chips, lemn, ice-cream, salted eggs)
1a
Ask Ss t describe the taste f the fd in 1a.
Answers: ptat chips — crispy, salty lemns — sur
ice-cream — sweet salted eggs — salty
Ask Ss t name mre fd assciated with sweet / crispy / salty / sur.
(Tip: T can ask Ss t wrk in pairs r grups. Answers can be varied.)
Suggested answers:
sweet — sweet ptat, mncake, tang yuan (glutinus rice ball) , sweet zng zi, cupcake, chclate
crispy — spring rll, pancake, banana chips, cracker, pp crn, crn flakes
salty — sausage, ndles, jiazi (dumplings), wntn, pizza, Beijing Rast Duck
sur — ketchup, pickle, ygurt, string f candied haws (tang hulu), passin fruit, vinegar
1b
Ask Ss t write the name f a different fd after each wrd.
Answers can be varied.
1c
Ask Ss t lk at the picture and read the sentences in 1c. Ask them t think abut:
1. What are the tw bys in the picture talking abut?
2. Where des this stry take place?
Ask Ss t clse their eyes and just cncentrate n the cnversatin they are abut t hear. By shutting ut any ther stimulus r factrs that may distract them, Ss shuld be able t listen and remember the facts better. When the recrding ends, Ss can attempt the activity.
(Tip: Get Ss check their answers with a partner.)
Answers: 1. T 2. F 3. T 4. F 5. F 6. T
1d
Ask Ss t fill in the blanks based n what they have heard when their eyes were clsed and they were cncentrating. D they remember what they heard? Or can they guess the answers based n what they knw and the cntext arund the blanks? Once all Ss have attempted this activity, play the recrding again and ask them t check their answers.
(Tip: T can play the vide befre Ss cmplete the sentences if Ss are nt strng enugh.)
Answers: were invented, 1853, thin, crispy, really salty
Pst-listening
Optinal Chice:
After listening, T can ask Ss t answer sme questins which may help Ss have a better understanding f the listening material.
1. Hw and when were ptat chips invented?
2. What was the name f the inventr? What was his jb?
3. Why was it a mistake? What did the ck d with the ptates then?
4. Hw can yu make fd crispy / salty?
5. What can we learn frm the stry? D yu want t be an inventr?
1e
Ask Ss t make a cnversatin abut the inventin f ptat chips.
Fr this cnversatin, get Ss t inject sme exclamatins int their speech instead f just using direct questins and answers. Have pairs f Ss experiment n hw they can “jazz” up their cnversatins. Remind them f the rle-play they did in Sectin A, activity 2d and hw inflectins, tnes and feelings play a part.
Step 3 Language pints learning
by mistake为介词短语，意为“无意中；错误地”,相当于accidentally。
enugh修饰名词时不需要倒装。enugh修饰形容词、副词时需要倒装。
enugh常可以和词组s ... that ...,t ... t ...转换。
in the end的意思是“后来，最后，终于”，in the end用一个单词表达可以用finally，用一个短语表达可以用at last 。
Step 4 Summary & Hmewrk

Summary
Ask Ss t d the exercises frm PPT P27-28.
Hmewrk:
Preview 2a-2e in Sectin B.
D the exercises in students’ bk.
Teaching Reflectin
When we talk abut fd, we shuld learn hw t describe their taste. S we d a brainstrming t practice the fd names and their tastes. In this perid, the students shuld practice the passive vice in listening t the stry abut hw ptat chips were invented. And then get them t listen and speak. In this way they can imprve their capacity f language rganizatin and ral utput while listening and speaking practice. Students must d sme writing practice after they have learned the new items. S we can give them sme written wrk t d after they listen t the stry and learn the new wrds in the part.