Unit 6 When was it invented Section B 1a～1e 教案-2024-2025学年人教版英语九年级全一册

教学设计 课题 Unit 6 When was it invented-Section B-1a-1e 课时 1 教学目标 Language Competence: Master vocabulary like "project", "style", "heel", and phrases like "by accident"; use past simple passive voice correctly. Cultural Awareness: Explore the cultural background of inventions (e.g., shoes with special heels) and understand how inventions reflect social needs. Thinking Quality: Analyze the relationship between problems and inventions, fostering logical thinking about "need-driven creation". Learning Ability: Develop skills to infer contexts from pictures and collaborate in group discussions about invention stories. 重难点 Key: Use passive voice to describe invention timelines (e.g., "The zipper was invented in 1893"). Difficult: Distinguish between "invent" (create new things) and "discover" (find existing things); apply complex sentence structures (e.g., "It is said that...") accurately. 教学环节 学习活动 新课教学 Teacher: Good morning, class! Today, we are going to continue our exploration in Unit 6 “When was it invented?” In our last class, we talked about some important inventions like the telephone and the light bulb. Can anyone tell me one thing we learned about these inventions? Student 1: We learned that the telephone was invented in 1876 by Alexander Graham Bell. Teacher: Excellent! You remembered well. Now, let's start with a little warm - up. I have some pictures here. (Showing pictures of different inventions on the whiteboard) Look at these pictures carefully. What are these inventions? And try to describe them in English. (Pointing to the first picture) Let's start with this one. Student 2: It's a TV. We use it to watch different programs. Teacher: Great! And how about this one? (Pointing to another picture) Student 3: It's a computer. We can use it to study, play games, and search for information on the Internet. Teacher: Perfect! Now, let's move on to 1a. In this part, we are going to learn some words to describe the taste of food. Look at the words on the screen: sweet, salty, sour, crispy. (Writing the words on the whiteboard) Can you give me some examples of food that has these tastes? Let's start with “sweet”. Student 4: Candies are sweet. Teacher: Right! What else? Student 5: Cakes are sweet too. Teacher: Good. Now, for “salty”. Student 6: Potato chips are salty. Teacher: Very good. And “sour”? Student 7: Lemons are sour. Teacher: Exactly. And “crispy”? Student 8: French fries are crispy. Teacher: Great job, everyone. Now, I want you to work in pairs and make sentences using these words. For example, “I like candies because they are sweet.” You have 2 minutes to do this. (Students start working in pairs) (After 2 minutes) Teacher: Stop here. Let's share some of your sentences. Who wants to start? Student 9: I don't like lemons because they are too sour. Teacher: That's a good sentence. Another one? Student 10: I love potato chips because they are crispy and salty. Teacher: Wonderful! Now, let's move on to 1b. Look at the pictures of different foods in your books. I want you to work with your partner again and describe how these foods taste. You can use the words we just learned. (Students start working) (After a while) Teacher: OK, let's check. Which pair wants to show us your description? Student 11: The ice - cream looks sweet. Teacher: Good. What about this one? (Pointing to another picture) Student 12: The pickles must be sour. Teacher: Well done. Now, let's listen to a conversation in 1c. Before we listen, look at the statements on the screen. (Showing the statements on the whiteboard) Read them quickly and try to understand what they are about. These statements are related to the invention of potato chips. Do you know how potato chips were invented? Let's listen and find out. (Playing the recording) Teacher: Now, circle “T” for true and “F” for false according to what you heard. (Students circle the answers) Teacher: Let's check the answers. For the first statement “Potato chips were invented by mistake.” Is it true or false? Class: True. Teacher: Correct. How about the second one “They were invented in 1863.”? Class: False. Teacher: Right. They were invented in 1853. Now, the third one “The customer thought the potatoes were not thin enough.” Class: True. Teacher: Good. Fourth one “The customer said they weren't salty enough.” Class: False. Teacher: Exactly. The customer thought they were too thick. Fifth one “George wanted to make the customer happy.” Class: False. Teacher: George was angry at first. And the last one “The customer was happy in the end.” Class: True. Teacher: Well done, everyone. Now, let's listen again in 1d and complete the sentences. (Playing the recording again) Teacher: Finish filling in the blanks. (Students finish filling in the blanks) Teacher: Let's check. Who can tell me the first blank? Student 13: Potato chips were invented by a cook called George Crum. Teacher: Perfect. The second blank? Student 14: They were invented in 1853. Teacher: Right. The third blank? Student 15: George Crum cut the potatoes really, really thin. Teacher: Good. Fourth blank? Student 16: And then cooked them for a long time until they were crispy. Teacher: Excellent. Fifth blank? Student 17: Finally he put lots of salt on them so they were really salty. Teacher: Well done, class. Now, let's summarize what we learned from this story. Why were potato chips invented? Student 18: They were invented by mistake when a customer sent back the fried potatoes because they were too thick. Teacher: Right. And what can we learn from this story? Student 19: Sometimes, good things can come from mistakes. Teacher: Exactly. We should be creative and not be afraid of making mistakes. Now, let's do 1e. Work in pairs and make a conversation about the invention of potato chips. You can use the information we learned from the listening. I will give you 5 minutes to prepare. (Students start working in pairs) (After 5 minutes) Teacher: Stop here. Which pair wants to show us your conversation? Student 20: A: Did you know potato chips were invented by mistake? B: Wow, I didn't know that. Who invented them? A: It was invented by a cook called George Crum. B: When was that? A: It was invented back in 1853. B: Was it an accident? A: Yes. A customer sent back his plate of fried potatoes because they were cut too thick. George cut the potatoes really, really thin. And he cooked them for a long time until they were crispy. He put lots of salt on them so they were really salty. B: Did the customer love them? A: Yes, they asked for more. Teacher: Fantastic! You used the information very well. Another pair? Student 21: A: I heard potato chips were invented in an interesting way. B: Really? How? A: They were invented by mistake. A cook named George Crum made them. B: When did this happen? A: In 1853. A customer was not happy with the thick fried potatoes, so George made them very thin and crispy. B: So that's how potato chips were born. A: Yes, and now they are very popular. Teacher: Great job, both pairs. Now, let's review what we learned today. We learned some words to describe the taste of food, and we also learned the history of potato chips, how they were invented by mistake. Remember, many great inventions in the world are from unexpected situations. For homework, I want you to write a short passage about the invention of potato chips. Use the information we learned today and your own words. You can also search for more information about other inventions on the Internet. That's all for today's class. See you next time! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$