人教版八年级上册 Unit 8 How do you make a banana milk shake？Section B 教案

Unit 8 How do you make a banana milk shake
Section B 1a-2e 教学设计
教学内容分析：
本课是人民教育出版社八年级上册第八单元。本单元中心话题是围绕“制作食品”这一话题展开。它贴近学生的生活，所以学生有话可说，表达的欲望强烈，学习兴趣浓厚。本单元分为Section A 、Section B.和Self check 三部分. Section A 提供了本单元教学的基本词汇和语言结构，并通过简单的语言活动进行操练和巩固,Section B 是学生在掌握了Section A的基础知识后的拓展和延伸.Section B还呈现了三明治制作以及感恩节相关内容，让学生更深层次地理解西方文化。这也激发了学生的学习兴趣，提高了他们的学习效率。祈使句、正确区分可数名词与不可数名词和正确使用表示序列的副词是教学的重点。通过本单元的学习，学生能了解中西方饮食文化的基本差异，能用英语介绍一些中国传统节日，激发学生对家乡的热爱之情。本课时是一节听说阅读课，通过简单的听力活动输入新的语言，通过学习询问和描述香蕉奶昔和水果沙拉制作过程，发展学生听说能力，课堂任务侧重于培养学生的语言实践能力。主要语言结构为：祈使句的运用; How many /How much引导的特殊疑问句。通过本课的学习进一步培养学生的跨文化意识和综合语言运用能力。
学情分析
学生进入八年级后，有了一定的英语基础和语言学习能力，语言感知能力比较强，英语学习的积极性比较高。但是还有相当一部分学生英语学习基础薄弱，在英语学习中出现这样或那样的困难，对英语学习失去信心和兴趣，所以教师要以灵活多样的教学设计和丰富的活动，激发学生的学习兴趣，引导学生热情参与，鼓励学生积极学习，积极地进行语言实践，引导学习逐步养成良好的习惯。
整体设计
【教学目标】：
1. 语言知识和能力目标：
1) 能掌握以下单词：sandwich, butter, turkey, lettuce, onion etc.
2) 能掌握以下句式结构：
① ─Do you like lettuce in a sandwich
─Yes, I do./ No, I don’t.
② It’s a time to give thanks for food in the autumn.
③ Cut the turkey into thin pieces.
2. 情感态度价值观目标：
1) 在活动中渗透中西方餐饮文化，让学生认识到劳动成果的来之不易。
【教学重难点】
1. 教学重点：
1) 学生能掌握本课时出现的重点词汇及表达方式。
2) 了解制作三明治的材料并熟练运用目标语言谈论制作过程。
3）在听的过程中体验感知目标语言等内容，并学会提取所需要的关键信息，提高学生们的综合阅读能力。
2. 教学难点：
Do you like lettuce in a sandwich
First, put some lettuce on a piece of bread.
Next, cut up an onion.
Finally, put another piece of bread on top.
即：能恰当地使用祈使句表达食物的制作过程。
【课时安排】 1 课时
【课前准备】 课本、录音机、制作多媒体课件。
【教学方法】任务教学法、整体阅读教学法、合作探究法、自主学习法。
教学设计
教学过程设计
【新课导入】
Step 1：Lead-in
Ask students to describe the process of making their favorite food. Revise some words used to describe the process of making food, and write them on the blackboard.
(设计意图：通过让学生回忆食物制作过程，调动学生已有知识，为下面食物制作相关的听说活动作铺垫，能够让学生更积极参与后续的课堂教学活动。）
【新知呈现】
Step 2: Presentation
Show the picture of sandwich.Teach the word：sandwich.
Ask students that what ingredients they need in the sandwich. Ask students to finish 1a
Ask students to talk about the ingredients they like in the sandwich.
For example:
S1: Do you like lettuce in a sandwich
S2: Yes, I do
S1: Do you like tomatoes
S2: No, I don’t 。 What about you
S1: ...
（设计意图：教会学生学会对食物制作的相关内容进行温习巩固，也为学习相关的内容作铺垫。）
【新知学习】
听力活动
Step 3: Listening to 1c&1d
Before listening
Ask students to look at the words in 1a
Students try to guess the words they may hear.
观察与思考
学生学会在听前浏览信息，明确信息。
学会预测。形成信息期待。
（设计意图：通过浏览信息，为获取信息铺垫和准确的听力信息作铺垫。）
While listening
Play the recording for the first time.Students listen and circle the words the they hear
Then play the recording for the second time. Students listen and write the ingredients in the order they hear them.
Then play the recording for the third time to check the answers
Students listen to the tape and fill in the blanks with the words and phrases they hear.
Play the recording again and check the answers with the class.(Look at the big screen.)
(设计意图：加强学生听力指导，在听时要抓住重点内容。第一次听要求学生注意了放在“每一个步骤中的原料”上，因此在听的时候，应重点将这些原料听清，其他作为非重点内容。第二遍的时候再把这些原料写在相应的栏目里。）
After listening
Step 4: Work on 1e
Work in groups. Talk about how to make your favorite sandwich.
Ask several groups to act out.
Discuss the traditional food people eat on special holidays in China.Then make a list.
Ask some students to read their lists to the class.
Ask some other students to add more.
(设计意图; 设置小组活动目的是对学生进行小组成员间的合作意识的培养。学生用学过的目标语言进行合作交流完成小组任务，使得所有学生都能参与到课堂教学实践中，提升语言运用能力）
Step 5: Reading on 2b -2d
Students read Paragraph 1 quickly and try to find the answer to the question.
Who do they also remember on Thanksgiving
Check the answer with the class.
Read Paragraph 1 carefully and answer the questions in 2c.
Check the answers and find out relative sentences
Let students read the rest of the passage quickly and number the pictures[1-5]
Check the answers with students.
Now let students read the short passage in 2d. It’s the instructions for making a turkey dinner written in a different way.Put them in order..Write first, next, then and finally in the blanks.
Step 5: After reading (Work on 2e)
Discuss in pairs:
On Thanksgiving, we should thank the people that we want to thank,and we can also thank them on Chinese festivals.What Chinese festivals do you know What food can we make for the people we want to thank
Ask students to share their ideas.
In group of four,discuss the questions in 2e,and then write a report.
Share their reports.
(设计意图：这是一个巩固性的读后活动，需要学生根据文章内容发挥合理的想象。这样不仅调动了学生学习英语的兴趣，还能充分发挥学生的创造性和自主意识）
【重点突破】
These days , most Americans still celebrate this idea of giving thanks by having a big meal at home with their family.
Celebrate 为动词，意为“庆祝”，名称为celebration
By 作介词，表示方式、方法、手段等，后常接无冠词的名称或doing,意为“通过；靠；用。”
Have a big meal 吃大餐
Next, fill the turkey with this bread mix.
Fill ... with ... 用------填满------
Finally, serve it to your friends with some vegetables
Serve “服务，招待”， 固定词组：serve sb sth = serve sth to sb 招待某人某事。
课堂小结
观察与思考：
先自主学习，再以四人小组方式展开讨论：
本课学习了哪些内容？
还有什么疑问？组内讨论，解决不了的问题反馈给老师一起解决。
课后作业
Try to find the information about Chinese traditional food and write a passage.
板书设计
Unit 8 How do you make a banana milk shake
Section B 1a-2e
Words: traditional, traveler, celebrate, mix, fill, cover, serve, temperature, plate,have a big meal, fill ...with ..., cover ... with ...
... is a time to give thanks for food in the autumn.
Here is one way to make turkey for a Thanksgiving dinner.
Next, fill the turkey with this bread mix.
教学反思
本节课的设计体现了任务型教学法的设计理念，即如何围绕阅读提取必要信息。整个阅读教学过程由易到难，逐层递进，逐步完成各个任务，也为培养学生良好的阅读习惯作了铺垫。通过自主学习与合作学习相结合，充分调动了学生的学习积极性。