module 1
step 1
look at the list of your favorite food on paper. let's 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 students to explain the words—sweet, sour, salty and crispy with the food list.
2. count the kinds 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: everyone needs to keep a balance of eating. we had better eat vegetables, fruits, some meat and any other healthy foods more often. remember, don't always eat junk food!
module 2
step 1 1a & 1b
1. read four taste words alone. then repeat them after the teacher.
2. ask students to give some examples of foods that show what each word means.
完成任务所需要的语言结构：
① i think ... is/are sweet/crispy/salty/sour.
3. t: look at the pictures. can you write down the words from the box to describe how food tastes under each picture?
4. ask students to check the answer. for example:
potato chips are crispy and ...
5. write the name of any food you know after each taste word in 1b.
6. check the answer with your partner.
完成任务所需要的语言结构：
① 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。think about the questions:
① what's the most popular junk food?
② how much do you know about the history of potato chips?
③ who were they invented by?
④ when were they invented?
⑤ how were they invented?
2. read the statements in 2a and try to answer the questions above with the information in the chart. ask students to explain them in a simple way if necessary.
3. listen and circle “t” or “f”.
4. read through the lines in 2b and get familiar with the missing blanks according 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 missing words.
boy 1: hey, did you know that ______________________________________?
boy 2: really? what do you mean?
boy 1: well, here ___________ it says that they were invented _______
_______________ 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 restaurant where george worked
__________ his plate of ______________ because 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 he ____________________on 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
customers about them, and soon everyone _____________ thinly-sliced,
crispy, salty potato chips.
boy 2: and we're _________________ today. what a cool story!
boy 1: yeah.
7. ask students to read their answers.
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，教师设置一名记者采访“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 play the conversation about the invention of potato chips. use the information from 2a and 2b.
2. ask two students to read the conversation in 2c to the class.
3. talk about the inventor, date, reasons and other information with your partner.
完成任务所需要的语言结构：
① did you know potato chips were invented by mistake?
② who invented them?
③ when was that?
④ why was it an accident?
⑤ they were invented by... back in...
⑥ ... 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 invented by mistake? discuss with your partner about the inventor, date, reasons and anything else.
完成任务所需要的语言结构：
①did you know what else was invented by mistake?
②who invented .../ who was it/were they invented by?
③when was it/were they invented?
④why was it an accident? because ...
⑤... invented .../ it was/they were invented by ...
⑥it was/they were invented 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 the history of chips in 2a & 2b and write a short essay about it.
2. look for the invention of tea by the internet or reading the books.
then copy the information on paper.
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