八年级上英语|Unit 7 How do you make a banana milk shake?|教学设计

新目标 Go for it 八年级上册
Unit 7 How do you make a banana milk shake
一、教学背景分析
【学情分析】
在七上Unit8中已经初步涉及可数名词和不可数名词，Unit12中也有涉及祈使句的用法，因此学生具有了学习本单元知识的认知前提，能比较自然地与本单元话题进行衔接。在本单元的操练中，重点难点在于如何描述制作事物的过程中，因此教师可鼓励学生通过自己平日最喜欢的奶昔，奶茶，水果沙拉等来谈论并操练，此话题贴近学生的生活也较容易引起学生的兴趣。学生还可自己查阅某道事物或菜肴的做法，同时与其他同学互相学习、互通信息。相信学生也会更乐意关注自己所喜欢的事物制作方法，并去尝试，以此培养学生自己的动手能力。
【教材分析】
本单元是Go for it八年级上册中第七单元“How do you make a banana milk shake”。本单元的核心话题是cooking at home，课文始终围绕这一主题展开，学生要学习如何describe a process and follow instructions。在本单元中涉及了先前学过的最基础部分，那就是作为ingredient配料的食物，因此回顾学过的蔬菜，瓜果等几类配料，结合how much, how many 句型的问答。接着让学生学会用turn on, cut up, peel, put等动词描述制作某一甜品的过程，同时使用first, next, then, finally来描述制作过程中的先后顺序。语言知识和语言技能部分主要是围绕核心话题时设计安排了许多听，说，读，写等有趣的任务活动，寓教于乐，让学生在玩中学，学中玩，同时通过描述做事情培养学生自己动手的能力。
教学目标：（知识目标， 能力目标，德育目标）
知识目标：
（1） Countable/uncountable noun;
（2） Amount；
（3） How much/How many questions；
（4） Describe a process；
（5） Follow instructions.
能力目标：
1.听能目标:能听懂有关食物制作的步骤,材料及用量的短语及表达; 能听清各种食物的名称
2.说能目标: 能表达某些食物的制作过程, 能说清原材料及用量; 能具体表达对不同种类sandwiches的爱好和制作过程.
3.读能目标: 能从图片信息中, 获取制作某些食物的知识; 能从有关的文字材料中, 获取有关食物和食物制作的信息.
4.写能目标: 能正确写出各种食物的名称; 能以书面形式表达制作某种食物的材料, 用量及制作方法。
德育目标：
1.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.
2.通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果.
3.通过小组合作制作食物 ，培养合作精神
通过本单元的学习, 让学生了解不同国家和不同地域的饮食文化和饮食习惯,学会尊重别人的风俗。
文化意识目标：
通过本单元的学习, 让学生了解不同国家和不同地域的饮食文化和饮食习惯,学会尊重别人的风俗。
确立教学目标的依据：
根据新课程目标的要求，通过听说读写的训练，使学生获得基础知识和为交际初步运用语言的能力，有灵活性和可操作性，体现以学生为主体，激发学生的学习兴趣。培养学生的自主学习能力，体现素质教育。
重点与难点
重点：能对食品制作过程进行表达和描述，包括原材料的选择，用量及对食品制作过程的安排，要求学生根据实践进行模仿，组织语言表达。
难点：（知识难点，能力难点）
知识难点：区分可数和不可数名词；不可数名词量的表达，如 “two boxes of milk”；明确“How many”接可数名词和“How much”接不可数名词。
能力难点：能根据说明或提示进行制作各类milk shake。
【设计思路】
以学生为主体，让学生在完成各项任务的过程中自主学习语言，提高综合运用语言能力。本单元采取了以任务型教学为主的教学方法，先复习、引入再操练、示范。在实践中运用所学语言。即由介绍新语言项目到控制性练习活动，再到非控制性练习活动（学生由受控活动到自主活动），突出学生的主体作用，强调交际实践活动，让交际成为教学活动的核心，让学生在实际的操作中学习语言，让师生间的双边活动和学生的实践活动贯穿于整个教学过程中。
【课时分析】
本单元为四个课时处理（Section A两个课时;Section B两个课时），本单元主要是让学生应用How do you make … How much/ how many… First, then, next, finally… 学会谈论食物的制作过程。本单元涉及祈使句的用法，在七年级下Unit12曾涉及过，虽然这次涉及谈论做事的过程，略有不同，但学生对于掌握这一知识点还是相对比较容易。本单元分为四个课时，具体要求如下：
Period 1: Section A 1a—2c: speaking & listening
Period 2: Section A 3a—4: using language
Period 3: Section B 1a—2c: improving the students’ listening & speaking
Period 4: Section B 3a—4: reading & writing
二、教学过程设计
【Period One】
【Teaching Objectives】
1. Knowledge Objective:
Key vocabulary: blender, yogurt, turn on, cut up, peel, pour, put into, ingredient, cinnamon, teaspoon, amount, watermelon
Sentence patterns: How do you make a banana milk shake
How many bananas do we need
How much cinnamon do we need
2. Ability Objectives: Learn to use how many/how much to ask questions about countable nouns and uncountable noun.
Learn to describe a process.
3. Moral Objectives: Develop practical ability through making milk shake.
Develop cooperative spirit through group work.
【Teaching important points】Describe the process of making banana milk shake；
Follow instructions to make milk shake.
【Teaching difficult points】Distinguish countable nouns and uncountable nouns;
Learn how to describe amount of uncountable nouns;
Master the usage of “How many…” and “How much…”
【Teaching Aids】Real objects aid instructions;
Multimedia computer aids instructions;
【Teaching Procedures】
Step One. Warming-up & revision:
Divide the whole class into 4 groups and review some food they learned before.
G1 drinks: coffee, milk, cola, tea
G2 fruit: banana, apple, orange, pear, waterlemon
G3 vegetables: carrot, onion,
G4 mainfood: noodles, sandwich, rice, hamburger
设计意图：让学生在学习本单元前，有意识有目的的温故知新，复习上个学期所学过的知识，个别单词按分类重复的出现，有助于学生记忆，并有意识的帮学生复习，为中考复习奠定基础做足准备。
Step Two. Leading in & teach the actions
1. T： What’s your favourite drink
S: Cola/ milk tea/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
S: ….
Teacher shows the video to students, and makes students know the process of making milk shake. Then write down the key words on the blackboard.
Do 1a. Ask Ss to write the names of the actions. Choose the correct words. Ask Ss to fill in the blanks on their own. Then check the answers.
设计意图： 让学生亲眼所见整个制作奶昔所需的材料和过程，有助于学生理解前后顺序和各个不同的动作，且视频提供或老师的演示都能极大的调动学生的兴趣。
3. Teach the names of all items. Point to the pictures of the items and ask students to repeat .
Focus on the pictures. Ask the students to tell what they see in the picture. Describe each action and ask students to repeat the following :
peel the bananas, cut up the bananas, put the bananas and the , milk in the blender, pour the milk in the blender, Turn on the blender; drink the milk shake.
4. 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.
设计意图： 巩固学生对新单词和词组的掌握情况，理解并记忆整个食物的制作过程。在课堂上解决学生的学习负担。
Step Three: Practice
1. Pre-listening
Point out the instructions in activity 1b .Ask Ss to talk with a partner .
2. Listening (2a/2b)
Point out the two columns in the chart and read the headings. Maria and Katie are talking about making fruit salad. Ask students to listen carefully. What do they need Write the names of the ingredients .
Play the recording and check the answers .
Listen again. This time listen to the amout of each ingredient the girls talk about. Write the name of each ingredient next to the correct amount .
Ask a student to read the amounts in the first column .
Play the recording. Ss work. Check the answers .
3. Post listenting
Show pictures of some noodles, apple milk shake, fruit salad, etc. Then ask students to talk about how many or how much of them do we need when making the food.
设计意图：引导学生用How much和 How many 就食物制作材料的分量进行提问。 用 How much/many do we need 引导学生掌握可数和不可数名词量的表达。尤其是在量词的运用上“Four boxes of milk.”。
Step Four. Task
I’m good at cooking!
Four students in one group and have a dicussion on what their favourite food is, write down the process and make the report in the class.
设计意图： 通过学生自己的讨论得出自己最喜欢的饮料，并讨论其制作过程，学生可自由发挥，得出最有创意和最受欢迎的饮料，此活动不仅能激发学生的兴趣，发挥集体合作精神，并大大锻炼了学生的语言的运用能力，把所学的内容运用到现实生活中。
Step five: Summary
Step six: Homework
copy the new words and make sentences
recite and translate the conversation
write a passage or a conversation in using the new words
make your favourit drink and write the process down.
【Period Two】
Step One: Leading in & Presentation
Revise how to describe a banana milk shake . Review the vocabularies.
设计意图：用“What can you see in the picture ”进行提问，结合图片复习已学的水果名称，并有意识地强调可数名词的复数，如apples, oranges. 让学生在课堂上能更直接更立体地记忆词汇。同时调动学生的思维和积极性，活跃课堂，
2．Introduce the new vocabulary using the picture in 3a .Ask the students to read and repeat the words .Point out the two columns in the chart and read the headings, How much and how many . Play the recording for the first time .Students only listen. Listen again and fill in the chart. Check the answers.
3. Finish 3a. Then check the answers. Ask two students to read the conversation to the class。
设计意图：本活动要求学生填写完对话，并核对答案。之后让学生实际演习，学习如何做水果沙拉。
Step Two:：Practice
Finish 3b pairwork : Look at the instructions in 3a Then look at these pictures and tell your partner how to make popcorn.
First, put the popcorn into the popcorn poooer. Next turn on the popper…
2．Pair work：二人一组，教师提供各种水果，牛奶，酸奶等食物，每个小组各取所需，制作有特色的。一人制作，一人讲授材料﹑用量及过程。
Step Three: Task
1．Group work: 六人一组，每人讲解并演示一个步骤。
设计意图：学生由上一步的受控活动进入到自主活动，由操练到熟练。学生作为表演者，教师作为引导者﹑裁判。培养学生的运用英语交际的能力，考察的学生综合语言运用能力。这一活动体现了新课标的教学特点及在交际中学习语言的教育学原则，符合“能力的形成和发展离不开实践活动”的心理学规律。
Step Four：Homework
1. Revise the directions for making a banana milk shake in activity 1b.
2. Make a conversation on how to make a fruit salad.
3. Make something for your parents
【Period Three】
Step1. Warming up
Ask students to work in groups of six, and make a report about how to make fruit salad. By using “first, next, then, finally”.
Step2. Presentation
Show a picture of a sandwich and ask if they like sandwiches. And ask them what is in the sandwich. Help students to answer this question by presenting pictures of the sandwich ingredients and the words on the screen.
(设计说明： 学生以头脑风暴的形式以及生活常识进行回答。通过形象的画面，学生既复习了以往学过的单词，又接触了本课的生词。)
Step3. Practice
A guessing game. Let students ask questions to find out what the teacher likes in the sandwich.
S1: Excuse me, Miss Lin, do you like lettuce in sandwiches
T: Yes, I do. /No,. I don’t. What about you
S1: I do, too./I don’t, either.
S2:…
Let students watch a video of making a sandwich and have a competiton to find out sho can remember all the instructions and the ingredients.
(设计说明：通过观看录像来调动学生的视觉、感觉、听觉和记忆力，让这些感官共同来参与语言活动。同时，小组之间的竞赛也体现了团队协作精神。)
Step4. Listening
Listen and circle the words you hear.
Listen again. Write the ingredients in order you hear them
Check the answers.
Listen for the third time. Pay attention to the process of making the sandwich.
Ask students to give the instructions of making the sandwich.
Listen and repeat.
Step5. Crazy Sandwiches
Divide the students into two teams. Students in Team One look at page 83, students in Team Two look at page 81. tell your partner how to make a sandwich with the ingredients in your list. Listen and draw the sandwich your partners describe. Then show the pictures to the class, and describe the sandwich like this:
This is my sandwich. First, … Next, ….
(设计说明： 此活动始终围绕本单元的主题展开，既是一次听的训练，又在一定程度上锻炼了学会生动手和动口的能力，同时也活跃了课堂气氛。)
Step6. Homework
Write down the process of making a crazy sandwich.
Prepare the recipe for making dumplings.
【Period Four】
【教学课型】
本节课是一节读写课
【本课时分析】
本节课是整个单元的第四课时，该部分旨在让学生在读写活动中运用所学的语法、词汇和句型等，培养学生的语言运用能力。着重思维培养，围绕话题进行多方面的扩展，并且能较好地利用 reading 部分，引发学生积极思维、讨论。通过阅读输入语言，训练学生的阅读技巧，如领会文章主旨和把握文章细节的能力。让学生学会通过阅读食谱来描述做菜的流程，以及要根据模仿来自己设计菜谱。
【设计思路】
1. 首先面向全体学生进行简单的复习，目的在于巩固几个基本句型。事先布置作业，让学生自己做一个三明治带来课堂展示并尝试用英语进行简单介绍，在这个过程中，很好的导入了本节课的任务并对之前的语言点进行了复习。
2. 学生自主阅读，训练学生的阅读技巧，如领会文章主旨和把握文章细节的能力，并为后续的写作增加有效输入。
3. 最后，本课的中心任务自然引出，要学生为自己喜欢的三明治制作菜谱，以训练学生在具体语境中得体验和灵活地运用语言的能力。
【Teaching aims and demands】
1. Knowledge: read and try to write recipe for their favorite food
2. Moral education: communication with others freely.
3. Ability: Students learn to describe a process and follow instructions by reading and writing a recipe.
【Important points】
Improve reading comprehension and writing ability
【Difficult points】
1.Enable students to describe the process fluently.
2.Enable the students to use the target language and write recipe　
【Teaching methods】
1. Communicative teaching method
2. Audio-visual teaching method
3. “Task-based” teaching method
【Teaching Aids】
Multi-media computer and Blackboard
【Teaching Procedures】
Step1. Warming-up and Revision:
1. Ask some students to show the sandwiches they made
2.Free talking: Let students introduce the process of making the sandwiches by using some easy sentences, and review the words and sentences they learned before.
(此环节让学生课后真实的操作，学生的热情将被最大程度的开发，在做三明治和简单讲解三明治的过程中，顺带复习上几堂课学的内容，如制作三明治做需要的材料和数量，如何区别可数名词和不可数名词等等，简单的介绍也为这节课的描述菜谱做好了铺垫。)
Step2. Reading
1. Pre-reading
Read the recipe and write the ingredients under the correct words in the chart.
2. While-reading
Read the passage again, and answer the questions.
(1) How many kinds of vegetables do we need
(2) How much butter do we need
(3) How many tomatoes do we need
(4) How much chicken do we need
(5) Which is a chicken sandwich (Show them thress pictures)
(6) What’s the second step of making a super chicken sandwich
3.Post-reading
Show Students some more ingredients for making a sandwich. Introduce the ingredients. And then let students choose the ingredients they like to make a kind of sandwich (just imagine). Introduce their processes to their partners. Then finish 3b.
4. Explain any question which raised by students.
5. Read aloud: Let students read it loudly.
（设计说明：通过阅读输入语言，训练学生的阅读技巧，如领会文章主旨和把握文章细节的能力。阅读可以帮助学生获得语篇信息和语言知识，获得写作技巧，丰富策略图式。学生只有在老师指导下进行有效的阅读，才能消化和吸收课文的精华，使之成为写作的素材和表达的范例。三明治的制作方法大同小异，所以只要学生通过阅读能把如何描述制作方法掌握起来，其他的三明治的制作方法也就很容易掌握了。）
Step3. writing 3c
Ask four students to become a group, show them some pictures about the ingredients, then ask them to choose the ingredients they need in order to make sandwichs.
Discuss in group about how to make a sandwich by using the ingredients they choosed, one of them write down the process.
Each group will have a reporter. Let the reporters give reports about the processes of making sandwichs. The teacher will be the judge.
Ask all students to write down the recipes.
(此环节体现了任务型教学的理念，即在学中用，用中学，以训练学生在具体语境中得体验和灵活地运用语言的能力。小组讨论的方式加强了学生的合作能力和拓展能力。当堂汇报现场作文的活动方式，检测学生尝试运用阅读中学到的词汇句型来表达自己思想的能力，突破本节课的难点。同时也要引导学生自评和互评，使他们通过观察、思考、归纳和总结提出问题和发表观点。这不仅符合新课程倡导的合作、交流和探究的学习理念，有利于学生认识自我和建立自信，而且有助于学生学会反思和调控自己的学习过程，从而提高语言运用能力。此处教师展示的三明治配料可以不局限于课本的配料，应该尽可能的补充多种多样的配料以供选择，拓展学生的词汇量和思维方式。那么学生也通过感知、体验、参与和合作等方式，实现任务的目标，感受成功。)
Step 4. Summary
Read recipes.
Write recipes.
Step 7. Homework
New words and phrases.
Recite 3a.
全优测控
小作文：P46 2. 看图，写出北京烤鸭的制作过程。
How much How many wash first
One box of 2 bananas peel then
cut up next
put…into blender after that
turn on… last
pour