优品课件之第四课时

1、优品课件 第四课时 Module 1 Step 1 Look at the list of your favorite food on paper. Lets have a food game! Fill in the chart as soon as possible.在 2-3 分钟 内比赛谁写的食物名称最多！ Sweet Sour Salty Crispy Step 2 1. Ask stude nts to explai n the words sweet, sour, salty and crispy with the food list. 2. Cou nt the ki nds

2、of food in groups.评选小组的“美食家”； 对比数据，最终评选全班的“美食家”！ 3. T: Every one n eeds to keep a bala nee of eati ng. Wehad better eat vegetables, fruits, some meat and any other healthy foods more ofte n. Remember, dont always eat junk food! Module 2 Step 1 1a & 1b 1. Read four taste words alone. Then repeat them

3、 after the teacher. 2. Ask stude nts to give some examples of foods that show what each word means. 完成任务所需要的语言结构： I thi nk is/are sweet/crispy/salty/sour. 3. T: Look at the pictures. Can you write dow n the words from the box to describe how food tastes un der each picture? 4. Ask stude nts to check

4、 the an swer. For example: Potato chips are crispy and . 5. Write the n ame of any food you know after each taste word in 1b. 6. Check the an swer with your part ner. 完成任务所需要的语言结构： What else food is sweet/crispy/salty/sour? Step 2 2a & 2b 1. 通过回答下列问题的方式，自然地引出听力内容，并激发学生的 学习欲望，也能够浏览课本中的表格，提前预知一部分基本信息。

5、 Think about the questi ons: Whats the most popular junk food? How much do you know about the history of potato chips? Who were they inven ted by? Whe n were they inven ted? How were they inven ted? 2. Read the stateme nts in 2a and try to an swer the questi ons above with the information in the cha

6、rt. Ask students to explain them in a simple way if n ecessary. 3. Listen and circle“T” or “ F”. 4. Readthrough the lines in 2b and get familiar with the missing bla nks accord ing to the passage. 5. Listen again and complete the sentences. 6. 用 Powerpoint 呈现完整的听力对话。Listen again and then fill in the

7、 missing words. Boy 1: Hey, did you know that ? Boy 2: Really? What do you mea n? Boy 1: Well, hereit says that they were inven ted George Crum. Boy 2: When was that? Boy 1: Oh, it was. Boy 2: So, why was it? Boy 1: Well, one day a customer in the restaura nt where George worked his plate ofbecause

8、he said they Boy 2: So? Boy 1: Well, George was, so he cut the potatoes really, really thin, and he cooked them for a long time until they . And heon them so they were. 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 custo

9、mers about them, and soon every one thi nl y-sliced, crispy, salty potato chips. Boy 2: And weretoday. What a cool story! Boy 1: Y eah. 7. Ask stude nts to read their an swers. 8. 看屏幕，小组结对反复跟读磁带，回忆薯条发明的过程 Step 3 2c 在融会贯通前面的目标语言的基础上， 为了进一步巩固知识，教师设 置一名记者米访“美食家”的情景， 既能复习目标语言结构，又能练 习口语，开阔思维。 1. Role pla

10、y the conversation about the invention of potato chips. Use the in formati on from 2a and 2b. 2. Ask two students to read the conversation in 2c to the class. 3. Talk about the inven tor, date, reas ons and other in formati on with your part ner. 完成任务所需要的语言结构： Did you know potato chips were inven te

11、d bymistake? Who i nve nted them? When was that? Why was it an accide nt? They were inven ted by. back in . because he said they were cut too thick. 4. Ask one or two pairs to show up to the class. 5. T: What else was inven ted by mistake? Discuss with your part ner about the inven tor, date, reas o

12、ns and anything else. 完成任务所需要的语言结构： Did you know what else was inven ted by mistake? Who inven ted ./ Who was it/were they inven ted by? When was it/were they inven ted? Why was it an accide nt? Because . .i nven ted ./ It was/They were inven ted by . It was/They were inven ted in . 6. Ask a couple of pairs to say their conversations to the class. 7. The prize is a package of potato chips. Module 3 1. Go over