八年级英语上册 unit7 教学设计

1. 教材分析How do you make a banana milk shake? 是人教出版的新目标英语八年级上册的第七单元的课文，本节课以制作香蕉奶昔为话题，主要谈论一些常见的家庭饮食方面的制作方法，通过丰富多彩的口语练习，掌握制作方法的同时，又在语言情境中，对一些动作加以区分和应用，熟练掌握这些动词turnon ,cutup,pour,peel,putinto,drink,的表达方式和口语中的提问方式，同时还要学习掌握一些新名词，如：bowl，shake,blender,yogurt,ingredient,teaspoon,acupof,honey2. 学情分析1)知识基础：在七年级中已经有两个单元介绍了大量的食品单词，但本单元对部分的词汇以及制作过程的学习存在一定难度。2)思维能力：学生有较强的记忆力和模仿能力，但还有待培养知识的扩展运用能力。3)认知心理：学生有较强的求知欲和表现欲，但对于还存在自信不足或羞于表现的学生还要多加激励。 3. 教学目标(含重、难点)1）语言目标：掌握制作香蕉奶昔的过程2)能力目标：听：能听懂制作香蕉奶昔的对话材料。说：能够描述制作香蕉奶昔的过程。读：能读懂介绍关于制作食谱的文章。写：能写出SectionAPart1a-2c中的重点单词和重点句型，并能够为自己最喜欢的食物写食谱。3）情感文化目标:培养学生与人交往中具有的积极态度，了解更多的关于制作香蕉奶昔的过程及配料。询问或描写一种食物的制作过程。4）教学重点：key words: shake, blender, turn on, cut up. target language: how many bananas do we need? How do you make a banana milk shake? Peel the bananas. Turn on the blender5)教学难点：区分how many 和how much 的用法。 4. 教学过程Step1: Greeting and Leading in. Greet the students as usual. T: We have learned some words about food before, such as tomato, potato, cabbage and so on. We also have learned some action words about food, for example, drink water, eat vegetable and so on. Today we are going to learn a new unit about how to make a banana milk shake. Lets start! Step2.1a 1.Lookat1a,teachthenamesofallitems.Pointtothepicturesoftheitemsandaskstudentstorepeat. 2. Focusonthepictures.Askthestudentstotellwhattheyseeineachpicture. Describe each action and ask students to repeat the process of making. 3. Ask students to write the names of the actions on the black lines. Then, check the answers.Step3. 1b1. Listen and put the instructions in order. Play the recording for the first time, students just listen. Play the recording second time, number the instructions from 1 to 6. Check the answers.2. Get the students to read the instructions in the right order. Pay attention to the verb phrases, “turn on”, “cut up” are adverbs. So we can say “cut it up”, but we cant say “cut up it”. And we can say “cut up the bananas” or “cut the bananas up”.Step4. 1cPair work: introduce the steps of making a banana milk shake together. Then ask some students to say steps according to the pictures.Step5. 2a1. Look at the picture of 2a. There are some ingredients to make salad in the picture. What are they? (ask students to read the words in the picture together)2. Listen to the tape and fill these words in the chart. Check the answers.From the answers, ask students to find out the difference between “how much” and “how many”. Then explain the usage of these two phrases.Step6. 2bListen again, write the ingredients under the correct amount in the chart. Then check the answers.Explaining: yogurt is an uncountable noun, so we say one/a cup of yogurt. For example: a piece of bread 一块面包 two spoons of honey 两勺蜂蜜 one cup of coffee 一杯咖啡Step 7. 2cFirst, read the conversation together. Then , work in groups, while the students are practicing, the teacher can offer necessary help.Ask some students to act it out.Step8. HomeworkReview the words. Try to make a banana milk shake or apple milk shake for parents at home.5板书设计Unit7Howdoyoumakeabananamilkshake?1. the key vocabulary:1) you need to do these: peel, cut up, putinto, pourinto, turn on, drink2) you need: yogurt, banana, blenderFirst, Next, Then, Finally, 2. target language: how many/how much6教学活动设计（含师生对话设计）1. 话题导入T：what do you like to eat on summer?Ss: ice creamT: do you like milk shake?Ss: yes.T: today we are going to learn how to make a banana milk shake. Lets look at our book, turn to unit 8.2. 1a看图T: look at the picture in 1a. what are they doing in the picture?Ss: they are peel the bananas and (write the action words on the black board)T: read the words after me “cut up”Ss: “cut up”3. 1b听力T: listen to the recording, put the instructions in the right order. (write the words of sequence on the blackboard). Use these words to talk about the process of making a banana milk shake.3. 1c小组对话T: two students a group, imitate the dialogue, make your own conversations. Then Ill ask some of you to show your conversation. Lets begin. Are you ok?Ss: Yes.T: Student A and Student B, please show your dialogue.Ss: 4. 2a,2b 看图, 听听力T: look at the picture, please guess what are they making.Ss: saladT: yes, what ingredients do they need?Ss: tomato, bread, honeyT: now, listen to the tape, write the words in the chart correctly. Check the answers.T: do you find the words after “how many” is different from “how much”? whats their difference?Ss: yes. The words after “how many” are countable nouns, the words after “how much” are uncountable nouns.T: very good. This is one important grammar we have to learn I this unit. Lets listen to the tape again, please finish 1b, write the ingredients under the amounts correctly. Please tell me the answers.Ss: T: yogurt is an uncountable nouns, so we say a cup of yogurt (一杯牛奶), the same as one piece of bread( 一片面包)Write the phrases on the blackboard, ask students to read after me.7.教学反思1、巧妙导入。熟话说得好：良好的开端，成功的一半。一节优质课，不但要求教师潜心备课，熟悉教材、了解教材，而且要求教师优化课堂，增强趣味性，最大限度吸引学生，激发其学习兴趣，把注意力放到课堂上来。这得靠教师巧妙构思，设计合情合理的导入方式。这节课从教师随口询问学生喜欢什么饮料到分别给学生品尝香蕉奶昔，极大地刺激了学生的兴奋神经，一下把他们吸引住了，连后进生也跃跃试试，积极配合。本节课做到了这一点，从学生的反应看，这种导入方式是值得肯定的。2、创造性教学。学习，不但要学习前人的丰富经念，牢记掌握固有知识，还要学会灵活应用，才是学习的根本目的。在本课堂，我大胆进行教学拓展。在学生学会制作、描述制作奶昔之后。设计让学生充分使用发散思维，想象制作其他奶昔或食品的方法。通过学生们的积极努力，不但学会了制作香蕉奶昔，也探讨到了制作其他食品的方法。达到触类旁通的效果3、学习过程同时也是发现归纳的过程。学生是学习的主体，不但