Unit 8 How do you make a banana milk shake Section B第三课时 教案（含核心素养目标）初中英语人教版八年级上册

Unit 8 How do you make a banana milk shake
Section B教学设计
科目：英语 课题：Section B 课时：3课时
教学目标与核心素养：
语言能力：能够运用目标句型进行交际，学习询问和描述食物的制作过程。
文化意识：学会辩证地以动态发展的眼光看待世界。
思维品质：能分析和梳理常见书面语篇的基本结构特征；能用简单的连接词建立语义联系。
学习能力：能制订明确的英语学习目 标和计划，合理安排学习任务，主动预习和复习； 能整理、归纳所学内容。
教学重难点
教学重点：掌握本课时中出现的重点词汇和句型。
教学难点：能正确理解和运用祈使句，掌握语法知识点。
课前准备：多媒体，黑板，粉笔
教学过程：
Leading-in
Ask Ss：How to make a sandwich
二、Practice
教学1a
1.Ask students to open textbook P60 and guide them to watch the food in picture 1a. Ask students to write down the food they like to bring in sandwiches and complete the tasks in section 1a.
2. Then ask the students to work in groups and ask each other what kind of food they like to bring in their sandwiches, completing task 1b.
三、Listening
教学lb-1e
3. Play a dialogue on how to make a sandwich, listen to the first recording, and ask students to choose the words from the 1a picture they plete the task of 1c.
4. Play the second recording and ask students to write down the ingredients for making sandwiches in the correct order they heard in the 1d box. Then ask a few students to give the answers and correct the correctness of the answers.
5. Play the recording and ask students to read it sentence by sentence.
6. Read the listening materials aloud.
7. Consolidation training for listening content. Ask students to imitate the dialogue in 1e in groups, practice the dialogue in different roles, and then write their own dialogue.教学2a-2e
1. Ask students to quickly state which traditional foods we Chinese people eat during special holidays.
2. Require students to quickly and silently read the passage to grasp the main idea, and provide the correct order of the pictures in the 2b passage. Then invite several classmates to provide their own answers.
3. Ask students to read the passage again and then answer the questions in 2c. Invite several classmates to read out their answers.
4. Guide students to read another method of making a turkey in 2d, and fill in the blanks using First, Next, Then, and Finally. Sort these programs in the correct order. Then ask a few classmates to read the passage aloud and check the answers.
5. Guide students to observe the 5 pictures of 2e in P62, and ask their group to discuss what special holiday this is in China, and answer the 5 questions of 2e.
四、Reading
教学3a-4
1. Require students to quickly silently read the passage and choose the words in box 3a based on their understanding to complete the passage. Then, in the form of a group competition, invite several classmates to represent the group and provide their own answers. The whole class will review and discuss together, and select the winner.
2. Ask students to discuss and outline the phrases in the short article in groups, and then ask a few students to provide their own answers. If necessary, the teacher should supplement them.
3. Require students to choose their favorite hometown food and list the ingredients for this food, completing the task in textbook 3b.
4. Students are required to write a recipe for their favorite food in the box of 3c based on the content prompts in 3a and 3b, and finally select several good essays to display in the class.
5. Ask students to divide into small groups to discuss and develop a unique recipe for food, then tell other groups how to make this food, and have the other group draw a picture of the plete the task of 4.
6. Then the group will exchange their respective tasks.
Design intention: First, ask students to imitate and write down their favorite food, and then ask them to write down a recipe for making their own food. In this process, the use of group cooperation and autonomous learning models not only exercises students' ability to think independently, enhances their sense of cooperation, but also consolidates their learning, memorization, and application of the target language.
五、Language Points
1. ...is a time to give thanks for food in the autumn.
......是一个感恩秋季获得食物的时刻
要点精析
动词不定式短语 togive thanks for food in the autumn 在中作定语，修饰前面的名词 time。动词不定式 (短语)作定语时，常放在被修饰的名词或代词之后作后置定语
例:The next train to arrive is from Qingdao.下一列到站的火车是从青岛开来的
小贴士
当动词不定式中的动词和被修饰的是动宾关系，并且该动词是不及物动词时，其后应加上适当的介词
例: Lisa has aletter to write.萨有一封信要写。(write 在中作及物动词
Lisa has no pen to write with.萨没有钢笔去写。(write 在中作不及物动词)
2. These days, most Americans still celebrate this idea of giving thanks
by having a big meal at home with their family.现在，大多数美国人仍然以在家和家人一起吃大餐的方式来庆祝这种感恩的想法。
要点精析
“by+ing形式”意为“通过做某事”。常用来回答 How do you... 或 How can I... 等问句。介词 by 意为“通过....，凭......,以.....”，后面常接 v-ing 形式表示通过做某事而得到某种结果。
例:-How do you learn English 你怎样学英语
-I learn English by listening to English songs.我通过听英文歌曲学习英语
知识拓展
by+交通工具 乘/坐......
by+时间 到......时(为止);在.....以前
by+地点在........旁边
例:I went to work by bus.我坐公共汽车去工作。
must be in bed by ten oclock.我必须在10点之前睡觉
They lived by the sea.他们住在海边
3. Then, put the turkey in a hot oven and cook it for a few hours.然后，将火鸡放入一个热烤箱中，烤几个小时。
要点精析
a few意为“一些;几个”，修饰可数名词复数，相当于several或some，表示肯定概念。
例:I have a few books about pronunciation.我有几本关于发音的书
六、Writing
【写作话题】
本单元围绕“Describe a process; Follow Instructions”话题展开教学活动，帮助
学生学会如何制作食物以及制作食物的常用句型。学生对本单元的内容很感兴趣它们与日常生活息息相关，学生对西方饮食也特别感兴趣。通过学习，学生可以掌握制作食物的常用句型，以达到互相交流食物制作方法的目的，从而有效地提高学生的英语应用能力
【写作技巧】
(1)本单元的话题是“Describe a process; Follow Instructions”。因此要紧紧
围绕这一中心话题进行写作，表达要具体，尽量用课文中学过的较为规范的词语和句型。
(2)从涉及的内容来看，无论是描写一个制作食物的过程，还是按照说明操作，都要按照步骤逐一进行，从而使全文具有连贯性。
(3)常用短语: make sth.for sb.; ask sb.to do sth.;put...on... ;add...to..等
(4) 常用句型:
First...Second/After that...Then...Finally...
【写作应用】
上周日你去看望你的外婆，外婆给你做了可口的牛肉三明治，你觉得外婆做的三明治特别好吃。午饭后，你请外婆教你做牛肉三明治。请你描述一下上周日发生的事情，并根据下面的配料单描述外婆做牛肉三明治的过程。词数100左右。
七、Self-Check
1. Task 1 is mainly to review the adverbs that represent the order. The teacher first guides students to read the sentences in Task 1, then completes the sentences with the words in front of the box and marks the correct order of making Tomato and egg soup recipes to complete the task.
2. Have students read and complete the Q&A in Task 2 in the form of a competition to see who did it correctly and quickly. Finally, select two first responders to read the dialogue in different roles and check the answers.
3. Have students work in pairs and read and act out the Q&A for Task 2 in different roles. Invite several groups of students to perform in class.
八、Homework
1. 熟练掌握和运用单词。
2. 练习对话，记忆所学的语言结构
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