新课改全单元整体教学设计人教版八上Unit 8 How do you make a banana milk shake表格式（4课时）

中小学教育资源及组卷应用平台
单元设计
单元名称 Unit 8 How do you make a banana milk shake
单元教学设计说明： 本单元的主题是制作食物的过程，单词主要是关于各种蔬菜，表示厨房常用的必需品的词以及部分表示西方国家食物的词。通过大量反复的对话练习，掌握识别厨房工具，谈论喜欢的食物，并制作过程。学习方式涉及听说读写各个方面。通过大量的对话以及合作活动，小组活动等任务型活动，让学生在重复模仿中学会对话，进行简单的分角色表演，在完成任务中完成语言学习任务。语法部分主要是可数和不可数名词以及回答。让学生在单元学习中学习如何做一份自己喜欢的食物。
学情分析： 本单元的主题是谈论食物做法，通过学习how much和how many等引导的问句以及回答,教授学生如何做一份自己喜爱的食物和制作过程；学会谈论对食物的喜好和如何选择蔬菜等。借助计算机辅助教学，将平面的语言文字内容直观化、具体化、形象化练习学生形象思维和抽象思维水平，培养学生形象思维，深入理解语言，积累生活的经验，提升学生的语言表达水平同时引导学生采用Repeating和Cooperating的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，培养他们团队合作精神并独立思考能力。
单元目标与重点难点： 语言能力: 本单元主要用绕“make a banana milk shake”这一主题展开，学习表示食物蔬菜的新词、表示厨房用品的名词和表示切食物的动词，同时复习了可数不可数名词以及顺序的词first，and、next,then,finally。还核心句型为How much？How many引导的询问食物量的特殊疑问句。 思维品质： At the end of the class, Students learn about differences in eating culture between the east and the west. 学习能力: Develop students’ interest in making food and inspire their creativity. 文化意识: Students can care about the eating habits of people around them and develop their consciousness of exchanging ideas and cooperation. 重点： The vocabulary： cheese，butter, tomato, turkey, onion, slice, condiments, piece
Target language： How do you make a cheese sandwich Do you like lettuce in a sandwich How much butter First, ... Then, ... Next, ... After that Finally, ...What else . 难点： Students can use proper verbs to describe the process of making a home-made food.
单元整体教学思路： 采用自主学习、小组合作学习、Repeating和Cooperation的学习策略，利用教学图片和制作多媒体课件来展开课堂Pair work问答式的口语交际活动，谈论食物制作和各自对美食的喜爱,本单元的教学法建议:语音教学可采用模仿操练的方法;词汇教学可采用演示讲解，情暑提练，反复使用的方法:口语教学可采用万相操练，对送练习，交际活动的方法;阅读教学可采用先分组翻译短文和回答问题;听力教学可采用图文对和听写的方法;写作教学可采用学生谈谈自己喜欢食物制作过程、并模仿写作的方法;语法教学可采用总结规律、模仿操练的方法。 多媒体辅助教学：形象、生动，给教师带学生进入情境提供了载体，使课堂容量相对增加，给学生提供更多语言实践计划，有利于综合语言运用能力的提高。 教具：电脑多媒体等。 课时安排 4 periods 1:(Section A 1a-2d) 2:(Section A Grammar Focus-3c) 3:(Section B 1a-2e) 4:(Section B 3c-self check)
课时教学设计
课题 Unit 8 How do you make a banana milk shake Section A(1a-2d)
授课时间： 课型：听说课 课时：1
教学目标 ①语言能力： 1).After this class, more than 80% of the students can pronounce the new words and expressions and know their meanings: shake（shook）, milk shake, blender, turn on, peel, pour, yogurt, honey, watermelon（sweet-melon 甜瓜）, spoon, pot, add, finally, salt ，Shake my head 摇我的手 /milk shake 奶昔（不可数名词） ,peel bananas, Turn on 打开 ，turn off 关闭 ,turn up 把音量调大，调高 turn down把音量调小，调低 , turn into使成为，翻译成 ，turn out 关， 熄灭（灯 ，煤气等）,turn to 转向，turn in 上交 2）能掌握以下句型： ─How do you make a banana milk shake 你怎样做香蕉奶昔？ ─First, peel the bananas… ─How many bananas do we need 我们需要多少个香蕉？ ─We need three bananas. ─How much yogurt do we need 我们需要多少酸奶？ ─We need one cup of yogurt. ②文化意识： 1.学会制作简单，有好吃的食物。 2.通过制作食物的介绍, 培养学生的实际生活能力, 了解生活知识, 增长生活阅历, 培养实践操作能力和动手能力。 ③思维品质: 通过对“制作食物”的讨论与学习，认识各种蔬菜，学会询问美食制作前后表达方式。学会了解他人饮食习惯并对别人表达自己观念。能听懂关于制作食物的对话，能理解关于饮食的短文，全面提高听说读写综合能力。 ④学习能力: 培养学生在生存方面对食物品质选择的感知。能认识到蔬菜有品质制作食物，前后煮熟及切法，不管做出食物好不好吃，只要亲手体验生活，找到生活的快乐就好。
2.学习重点难点： 重点： 1, Grasp the following Words: shake, milk shake, blender, turn on, peel, pour, yogurt, 2, Grasp the Target language: ① ─How do you make a banana milk shake ─First, peel the bananas… ② ─How many bananas do we need ─We need three bananas. ③ ─How much yogurt do we need ─We need one cup of yogurt. 难点： 1, Students learn to grasp the difference between how many questions and how much questions to ask about amount. 2, Students learn to answer how many questions and how much questions about amount. 3, Students learn to use the conjunctions(first, next,then,last) to express the process of making food.
3.教学准备：An English textbook，a tape recorder，CAI or courseware.
4.学习活动设计:
Step 1 Warming up and leading in
教师活动： Greet the students as usual T: What’s your favorite fruit T：What’s your favorite drink S: Cola/ milk/ juice/ tea/milk shake… T:Hello, everyone! Do you like bananas T: Do you know how do you make a banana milk shake T: Great, those taste nice. Today we are going to learn how to make a banana milk shake. How many bananas do we need How much milk do we need 学生活动： Students：______. apple, orange, strawberry, banana, pear, watermelon...... Students：______. Yes, we do. Students：______. Sorry, we don’t know.
活动意图： 以学生制作香蕉奶昔为话题开始本节课的教学，引起了学生的学习兴趣和用英语表达的欲望。通过讨论为本课的学习掀开了序幕,使学生了解本节课的新话题。
Step 2 Presentation
教师活动 1.Work on 1a. T: What do we need Present some pictures and guide Ss to list the things. Show some flashes of actions of making a banana milk shake.Ask Ss to finish 1a. T: What's the order Then, observe the flashes to learn some verbs and verb phrases, like peel, pour...into..., turn on, etc.Write these words in the blanks in the picture in 1a. 2.Work on 1b. Point out the actions in the picture and the list of actions in activity 1b . Play the recording and check the answers. Ask students to recite the conversation at once. 1b Listen and put the instructions in order. 3.Work on 2a: 1. Let Ss look at the pictures below. Let one student read the words in the pictures if necessary. 2. Play the recording for the Ss to listen and complete the chart. 3. Play the recording again to check the answers. 4.Work on 2b: 1. Let Ss read the chart below. Tell Ss that they should write the ingredient under the correct amount in the chart. 2. Play the recording for the Ss to write the correct answers in the chart. 3. Play the recording again to check the answers. 学生活动 1.Read the activities and match them with the letters. 2.Listen and number the people in the picture. 3.Listen to the tape and find the answer. 4.Listen to the tape and find the answer.Then practice the conversation.
活动意图说明 听说结合，第一时间向学生传达语言目标，通过练习锻炼你学生听力的学习步骤和方法，第一步:先让学生看题目并且翻译，阅读题目。第二步:第一次听录音，听关键词。第三步:在上一步的基础上听未完成的题目。第四步:听最后一次录音。
Step 3 Practice
教师活动 Work on 2c. Have Ss to role -play the conversations between A and B. A: Let’s make fruit salad. B: OK,good idea.How much yogurt do we need . Ask two students to practice the conversations and talk about their vacations and their feelings. 学生活动 Talk about their vacation and their feelings according to the conversation of 2c.
活动意图说明 听力之后，用2c的句型练习表达2b的这些人所需要的水果量，并且巩固这个单元基本句型。
Step 4 Production
教师活动 Work on 2d Let Students read the chart below and answer the questions. Make Students read and role-play the conversation. Have Students to fill in the blanks according to the conversation. Work in pairs to role-play the conversation. Then present in class. 学生活动 Read the conservation of 2d and answer the question, then role-play the conversation.
活动意图说明 通过听2d的对话回答问题引入2d。 创造一个的语言环境，分角色表演对话，然后根据对话的内容填入短文。
5.作业设计： 抄写Unit 8单词一遍；练习2d对话。
6. 板书设计: Unit 8 How do you make a banana milk shake Section A 1 (1a-2d) Words: shake, milk shake, blender, turn on, peel, pour, yogurt, honey, watermelon, spoon, pot, add, finally, salt Sentence structure: ① ─How do you make a banana milk shake ─First, peel the bananas… ② ─How many bananas do we need ─We need three bananas. ③ ─How much yogurt do we need ─We need one cup of yogurt.
7.教学反思与改进:
课时教学设计
课题 Unit 8 How do you make a banana milk shake Section A（GF-3c)
授课时间： 课型：语法课 课时：2
1.教学目标 ①语言能力： 1.After this class, more than 80% of the students can pronounce the new words and expressions and know their meanings: shake（shook）, milk shake, blender, turn on, peel, pour, yogurt, honey, watermelon（sweet-melon 甜瓜）, spoon, pot, add, finally, salt ，Shake my head 摇我的手 2.Students can master countable nouns and uncountable nouns and special questions led by How much/ How many. ②文化意识： Students learn about traditional Chinese cuisine and local delicious food. Build students’ cultural confidence. ③思维品质:Students can understand a conversation about how to make food and describe the process logically. ④学习能力:1.Students can categorize countable nouns and uncountable nouns. 2.Students can describe the process of making food in order through experience.
2.学习重点难点： 重点： 1.Review and consolidate the words and phrases in Section A. 2. Students can use how much and how many to raise questions. 难点： 1.Categorize countable nouns and uncountable nouns. 2.Describe the recipe of a kind of home-made food and how to make it.
3.教学准备：An English textbook，a tape recorder，CAI or courseware.
4.学习活动设计:
Step 1 Warming up and leading in
教师活动： Chant with the T. Try to remember how to make a banana milk shake. T: Follow me to chant! 学生活动： Students：______. First, peel the banana. Next, put the bananas in the blender. ...
活动意图： 本环节既练习了学生对Section A(1a-2d)部分所学的知识。
Step 2 Presentation
教师活动 1.Show the Grammar Focus and work on Grammar Focus. Ask Ss to read the sentences in this part and pay attention to the simple past tense. Explain rules of the tense and practice them. 2.Ask Ss to read the sentences in this part and pay attention to the compound indefinite pronoun. Explain rules of the compound indefinite pronoun. 学生活动 1.Read the sentences of Grammar Focus. 2.Learn the rules of compound in definite pronoun.
活动意图说明 1.总结这些句子的特点并讲解可数和不可数名词用法 2.本部分主要讲解可数名词复数前可用many, some, any, few, a few, a lot of, lots of等修饰；不可数名词前可用much, some, any, little, a little, a lot of, lots of等修饰。
Step 3 Practice
教师活动 1.Work on 3a. Ask Ss to read the words in the box. Make students pay attention to the each question and complete it ,Check the answers. Lead Ss to read this part and circle the correct word in each question. 2.Work on 3b. Make Ss fill in the blanks with partner fill in the box. Check the answers and then make Ss practice reading it. 学生活动 1.Read the words and complete the question. . 2.Finish 3b and read it.
活动意图说明 通过填空和选择等练习可数不可数名词和顺序词。反复练习和巩固可数和不可数名词和顺序词。
Step 4 Production
教师活动 1.Ask Ss to summarize the simple past tense and the compound indefinite pronoun. Review the grammar of this class. 2.Show some exercises for Ss to practice the simple past tense and the compound indefinite pronoun. 学生活动 1.Summarize the grammar. 2.Finish the exercise.
活动意图说明 请学生总结和分清可数和不可数名词、简单的讲解顺序词的用法。通过学生的总结，培养他们的语言概括表达能力。 通过观察图片、词形填空、句型转换以及完成句子等形式练习所学的语法。
5.作业设计： 完成练习册相关习题，记忆Grammar Focus句子。
板书设计 Unit 8 How do you make a banana milk shake Grammar Focus3a-3c 3c: A: Do you know how to plant a tree B: Yes. First, dig a hole. And put the tree in the hole. A: What do we do next B: Next, put the soil back into the hole. A: Is that all right B: No, finally we should water the tree. ② ─How many bananas do we need ─We need three bananas. ③ ─How much yogurt do we need ─We need one cup of yogurt.
7,.教学反思与改进
课时教学设计
课题 Unit 8 How do you make a banana milk shake Section B（1a-2e)
授课时间： 课型：阅读课 课时：3
1.教学目标 ①语言能力： 1.After this class, more than 80% of the students can pronounce the new words and expressions and know their meanings: sandwich, butter, turkey, lettuce, piece, Thanksgiving, traditional, autumn, traveler, England, celebrate, mix, pepper, fill, oven, plate, cover, gravy, serve, temperature 2.At the end of the class, 80% of the students will be able to use the target sentences to talk about Thanksgiving in North America and express their feelings about food culture. About 40% students will have a better understanding of the reading passage and use the key words, phrases and sentence patterns to talk about traditional food and special holidays. ②文化意识： After this class, Students learn about the origin of Thanksgiving in America. ③思维品质: Develop students’ interest in making food and inspire their creativity. ④学习能力: Through this period, Students can care about the eating habits of people around them and develop their consciousness of exchanging ideas and cooperation.
2.学习重点难点： 重点：The vocabulary： 　 turkey, traveler, Thanksgiving, autumn, pepper, oven, plate， gravy, temperature, mix, celebrate, fill, cover, serve,
Phrases: give thanks for, mix together, put in, cover with cut into ，eat with, serve to , main dish, at a very high temperature Target language：In most countries, people usually eat traditional food on special holidays.
… and is a time to give thanks for food in the autumn. . celebrate this idea of giving thanks by having a big meal … 教学难点： Students can write down the process of making a turkey dinner fluently.
3.教学准备：An English textbook，a tape recorder，CAI or courseware.
4.学习活动设计:
Step 1 Warming up and leading in
教师活动： Have a free talk with students T: This is a map of a country. Which country T: This is a flag of a country. Which country T: This is a festival in North America. Which festival 学生活动： Students： Ss: America! Ss: Thanksgiving Day!
活动意图： 通过free talk 讨论阅读部分中的国家饮食文化消息，更进一步提高学生对本篇阅读的好奇心。
Step 2 Presentation
教师活动 1.Work on 1a-1e T: Let’s study how to make a cheese sandwich. Show some pictures and ask questions. T: Think, what food do we need T: How do you make a cheese sandwich Work on 1a and 1b. ask and answer questions with a partner 2.Work on 2b Fast reading: T: What do you know about Thanksgiving Day Let’s learn a short story about it. Present some pictures while telling the story. Learn some background information about this festival. Watch a video about Thanksgiving Day and turkey. Post reading Work in groups and make a conversation about “a special day in China”. Careful reading: Make Ss read the passage entries again and try to tell about Thanksgiving. Check answers in class. 学生活动 1.Finish the listening tasks. 2.Discuss two questions. 3.Read the passage and finish the exercise.
活动意图说明 学生通过观看这些不同食物图片并对这些图片进行相关的问答。设置不同的任务，让学生充分练习听力及口语表达能力，并学会在不同的情境中运用语言。 阅读之后完成一些类问题：1.针对性的理解阅读内容，牢记新词，助于他们把握文章的重要信息。2.明显的比较中国和西方国家的饮食文化。
Step 3 Practice
教师活动 1.Ask some students to read the language points so that they can understand the language points deeply. 2. 让学们复述如何做爆米花。 学生活动 Learn the language points and do some exercises. S1：First, put half a cup of corn into the popcorn machine.　 S2：Next, turn on the machine．　 S3: Then, pour the popcorn into a bowl. S4: Finally, put some salt. You can eat it.
活动意图说明 通过发挥学生想象力、图片、对比等方式理解阅读相关的信息。(学生根据自己所调查的实际情况作出回答)。最后，把自己编好的对话展示给大家。
Step 4 Production
教师活动 1.work on 2c&2d Read 2c part and try to find the correct the answer the following questions . 2.In the 2d part ,give students a few minutes complete the sentences with their partner and check the answer. 3.work on 2e T: Show some special days in China on the big screen. Ask: What do you think is the most special day in China Then Let Ss say the special food in the special days. Ask the questions in 2e. Ss think and answer the questions. Let some Ss say their answers. Tell Ss to work on 3a. First, read the words in the box. Try to make sure the meaning of each words. 学生活动 1.Retell the passage. 2.Read the passage and try to complete the chart and conversation. 3.Pay attention to the Chinese culture and finish 2e.
活动意图说明 前三步骤是课文细读部分。阅读之后回答问题。通过问题设计，让学生带着问题阅读，助于他们把握文章的重要信息。 第四是通过对2e部分回答问题，进一步了解中国的饮食文化。
5.作业设计： 完成练习册相关练习。
6. 板书设计: Unit 8 How do you make a banana milk shake Section B（1a-2e) new words: sandwich, butter, turkey, lettuce, piece, Thanksgiving, traditional, autumn, traveler, England, celebrate, mix, pepper, fill, oven, plate, cover, gravy, serve, temperature
7.教学反思与改进:
课时教学设计
课题 Unit 8 How do you make a banana milk shake Section B（3a-self check)
授课时间： 课型：写作课 课时：4
1.教学目标 ①语言能力： 1.After this class, more than 80% of the students can pronounce the new words and expressions and know their meanings. 2.At the end of the class, 50% of the students will be able to use the target sentences to write a menu about their favorite food. Some of the students will have a better understanding of how to write a recipe for your favorite food. ②文化意识： After this class, more than 95% of the students will be able to be aware of the different country and food culture , make them pay attention to their choice. ③思维品质: Develop students’ interest in making food and inspire their creativity. ④学习能力: Through this period, most students will be able to improve their reading and writing ability, learn to write a menu about their favorite food, keep an interest in English learning.
学习重点难点： 重点: New Words and Expressions: Yunnan Rice Noodles, to make special food,chicken soup..... Sentence Patterns: Did you dislike anything What did you like best How did you feel about the food 难点： Students revise and master the key sentences and phrases in this unit. Students improve their speaking, listening, and writing skills.
3.教学准备：An English textbook，a tape recorder，CAI or courseware.
4.学习活动设计:
Step 1 Warming up and leading in
教师活动： Teacher：what kind of food do you like beast？Noodles ,rice， soup，Mapo toufu, Gongbaojiding, dumplings, ..... 学生活动： Students：I like drink mutton soup.........
活动意图： 以食物为话题，既复习了本单元所学的语言目标又锻炼了学生的口语。
Step 2 Presentation
教师活动 1.Work on 3a. Look at the three pictures. Use the words and phrases in the box to complete the blanks in the article. Check the answers. Read 3a and pay attention to the words. 2.Work on 3b,3c. Make Ss answer the questions in 3b and take notes. Teach Ss how to write a special food . Ss write their favorite food like 2b using the notes in 3b. Choose 2 or 3 Ss' letters. Make Ss read them out. Point out the weakness and guide Ss to correct their diaries.Show one of the good passages to other Ss. 学生活动 1.Read the words and complete the blanks with them. 2.Try to write about own favorite food.
活动意图说明 完成3a的课文，填入相关的单词完型填空。这是一个介绍新的饮食文化的练习。学生回答3b所给的问题，根据这些问题所回答的内容连接成一篇食物介绍，其中要描述对做的事情的感受和看法。学生完成后，找出一两篇范文来展示。
Step 3 Practice
教师活动 Read the instructions to the class. Group-work：Divide Ss into groups of 4. Pair work：Make up a crazy recipe with your partner following the example sentences. Then tell another pair of Ss how to make this crazy food. The other pair draws it. Ask some groups to show their pictures and describe them to the class. Write down the process. 学生活动 1.Group-work. 2.Write the process.
活动意图说明 告诉对方如何制作你喜欢的食物，记录下加工过程。
Step 4 Production
教师活动 1. Ask Ss to read the instruction in Task 1 and then complete the task on their own. Number these instructions for making tomato and egg soup in the correct order. Then complete the instructions with the words in the box. Check answers in class. 2.Make Ss write questions and answers using the words in brackets. Call some Ss to read their sentences. Check answers. 学生活动 Finish the tasks in self check.
活动意图说明 学生完成这些题，巩固本单元基本句型以及how many,how much 的用法。
作业设计: 1. 复习Grammar Focus 中的内容。 2. 从3c中选择一个活动项目，用英语将其过程描写出来。注意正确运用表示顺序 的词汇：first, next, then, after that, finally。
6.板书设计: Unit 8 How do you make a banana milk shake Section B（3c-self check) Possible version: First put butter on two pieces of bread. Then cut up one tomato. Put the tomato on the bread. Next, add two pieces of turkey. Finally put two teaspoons of relish on the turkey.
7.教学反思与改进:
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