八年级上英语|Unit 7 How do you make a banana milk shake?|复习课|说课稿

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Teaching Design Interpretation
For Review of Unit 7 How do you make a banana milk shake
Pan Wenshu
Students: Grade 2, Junior
Contents：Go for It, Grade 8 Book II Unit7
Lesson Type：Review
Hello, everyone! My name is Pan Wenshu. I’m from No.3 Middle School in Qiaoxia. Today I am very glad to share my teaching design with you. It is a review period in the textbook Go for It, Grade 8 Book II Unit7How do you make a banana milk shake I will present how to teach it and the reasons for doing so in the following aspects:
I. Analyzing the teaching material
II. Analyzing learners’ condition,
III. Teaching objects, the important and difficult points,
IV. Teaching procedures
V. Blackboard design.
I. Analyzing the teaching material
First of all, I’d like to analyze(分析) the teaching material(材料). It is the fifth period of the unit, the period is mainly a review course. In the class, students not only revise the knowledge of the unit, but also can use what they learn to solve daily activities. And by some exercises, the students review to divide countable and uncountable nouns, and in this period, Ss revise knowledge of the unit by helping Tom, Tom is an American boy, he is an exchange student. Tom studies in China now. He lives with the Wangs. He wants to do some things for the Wangs. But Tom can’t do anything in China, he needs help about how to make fruit salad and a chicken sandwich, how to plant a tree, how to use a credit card, how to send an e-mail. These activities widen the knowledge and make students jump out from food recipes. Students can use this knowledge to solve other activities. Tom’s story is a clue to the lesson. While Ss are helping Tom, they revise the knowledge of the unit.
II. Learning condition,
Now, let’s move on to the analysis of learning conditions(环境). The students are in Grade8, they are interested in learning English .Most of the students have been learning English for four years, so they have already mastered some basic words and expressions, and they can do some activities in English. What’s more, they have learned something about imperatival(祈使) sentences in Grade7 Book II Unit12 Don’t eat in class, so their previous(先前) knowledge can help them learn this unit well.
III. Teaching objects, the important and difficult points,
Based on the analyses of the teaching material and the learning condition, I’d like to propose the teaching objects, at the same time, propose the important and difficult points.
(1) Knowledge objects
After the class, the Ss can master the words in this unit, they will be able to describe a process and follow instructions in their life. This is an important point of this lesson.
(1) Ability Objects
As this is a review lesson, so after the class, Ss can list recipes fluently. And they can practice listening, speaking, reading, writing by describing a process and following instructions. They should solve real things for example planting a tree and a rose, get money from the bank with a credit card. These are also difficult points of this lesson.
(1) Moral objects
Ss will understand and enjoy their life more .They will know that doing housework is also interesting.
(1) Culture awareness
Ss will know more about the differences between Chinese and western culture.
(1) Learning strategies
Ss will be able to describe a process and follow instructions in their life by listening, speaking, reading and writing .And learn both individually(个别) and cooperatively(合作).
(1) teaching methods(方法),
1. Listening 2 Speaking. 3. Reading 4. Writing 5. Pairwork 6. Groupwork
IV. Teaching procedures:
Here comes the most important part of my presentation—teaching procedures. Let me introduce every step in details.
Step1.Lead in
The first step is leading in. There are two activities.
In the first activity, I will greet them warmly by playing a game. By the greeting, I can show them the words “first, next, then, finally”. This activity goal not only leads in the language point, but also gets Ss for the following activities.
In the second activity, I create a situation. In it, there is a call from Tom. He tells us some problems. And he needs our help. But the listening material is hidden. Ss listen to the call and then fill in the blanks that they hear. Ss pay attention to some key words. This listening tip can help students catch the key words easily. The key words lead to the clue to the lesson. The situation serves to the lesson
Step2.Revising words
Then, we will move on to the second step—revising words. This step is consisted of two parts.
In the first part—ask students to list what Tom needs to buy. By showing ingredient words, they revise key words of the unit
Next, we will start the second part. In the part,students will do two activities- dividing the words according to countable and uncountable nouns .And having a pairwork. The first one aims at revising countable nouns and uncountable nouns .the second one aims at revising the usage of how many and how much.
Step3. Speaking
Next, we will move on Step3. the step aims at revising the target language—describing a process and following instructions. In the third step, there are two tasks—how to make some fruit salad for Tom’s aunt and how to make a chicken sandwich for Tom’s uncle.
In the first task, Ss will work in groups. And then ask four students to say the steps: first, next , then , finally. Check the answers.
In the second task, ask Ss to look at five pictures and let them put the pictures in the correct order. Ss have a groupwork. They talk and describe the processes. After that, ask two groups to say their steps. This task also aims at revising the target language.
Step4. Revising the target language by reading
Let’s come to the fourth step—reading two passages..
The first passage is about how to get money from the bank with a credit card. A credit card is useful and convenient for us. It is a task reading. It also shows reading forms colorful.
The second passage is about how to plant a tree. Here designs three questions: 1.What is the passage about 2. How do you plant a tree 3. Why do we plant trees Students read the passage two times by skimming and scanning to answer the questions.
In the step, students not only revise the target language by reading, but also widen their knowledge. Students jump out from food recipes. Students can use what they learn to solve other activities .It also serves the next step
.
Step5. Revising the target language by writing
Let’s move on to the fifth step—writing an article.
In the step, design a writing task about how to plant a rose .Tom wants to plant a tree for Grandfather.He doesn’t know how to plant it. He needs students’ help. Students use first , next , then , finally to write the article. Students have revised a lot of knowledge. They can talk about the target language fluently. They can finish the task. In the step, design a groupwork. Ask students to divide into groups of 4 persons. Each student writes a different step, and then ask them to make up a complete passage. After that, ask three groups to show their passages. Choose the three passages to read and check under the projector. Ask groups check these passages each other. It will take 10mins.
This step also inlarges students’ knowledge. They use what they learn to solve daily activities by writing.
.
Step6. Homework
1. Correct the passage about how to plant a tree and send it to Tom’s e-mail address tom123@ ( mailto:tom123@ )
2. Review Unit7
This homework aims at checking the students if they have mastered the content fluently.
V. Blackboard design:
Unit 7 How do you make a banana milk shake Review of the unitA: How many/much ______ do we need Describing a process and follow instruction:B: We need______. First,How many + countable nouns Next,How much + uncountable nouns Then, Finally,
The blackboard design mainly shows the key words and the target language.
Summary:
I summarize this teaching design. I think it is simple, but its topic is very clear. The students will enter the class condition easily.
That’s all for my Teaching Design Interpretation, thanks for your attention
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