山东省烟台市八年级英语上册Unit8Howdoyoumakeabananamilkshake第4课时教案.docx

How do you make a banana milk shake教材分析本节课的生词较前面两个课时多，所以在呈现的时候采用了直接导入的方式强化学生对于关键词的掌握，并适当拓展了部分相关生词。教 学目 标Teaching aims（教学目标）1. 了解美国感恩节的由来。2. 学习表述感恩节大餐火鸡的制作并掌握相关词汇。 3. 能以书面形式流畅写出火鸡的制作流程。Language points（语言点）1要求掌握以下词汇： 1) 名词 n. turkey, traveler, Thanksgiving, autumn, pepper, oven, plate， gravy, temperature2) 动词 v. mix, celebrate, fill, cover, serve3) 形容词 adj. special, traditional ,main 4) 词组 give thanks for, mix together, put in, cover with cut into ，eat with, serve to , main dish, at a very high temperature.（本节课的生词较多，教师要注意带读并通过各种形式让学生多操练。）2. 要求掌握以下句式：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 Here is one way to make turkey for a Thanksgiving dinner. Serve it to your friends with some vegetables.重 点以书面形式流畅写出火鸡的制作流程难 点Difficulties（难点）：以书面形式流畅写出火鸡的制作流程教 法讲授法、讨论法、练习法教 具电子白板教学过程（包括课程导入、新课解析、例题精讲、课堂练习、作业设计等）Teaching steps（教学步骤）1. Warm-up and revision（课堂热身和复习）T: What ingredients are there in this sandwich?How do you make a turkey sandwich?（先通过单词，再通过分解，然后整体流程，最后小组形式回顾，有效地帮助学生复习了前面的学习内容，同时为引出后面的教学环节做了铺垫）2. A Short Story（通过三明治的故事激发学生的兴趣同时培养了学生上下文阅读的能力）T: Sandwiches are popular around the world, but do you know where they came from? Sandwich was an English p_. He lived in England about two hundred years a_. Sandwich had a lot of m_. He was very rich. But the man liked p_ cards.He often played all day and all night and had no time to e_dinner. One day he played for 24 hours and felt very h_. He asked his servant to b_ him some meat and bread. He didnt stop playing w_ he ate. So he put the meat b_ two pieces of bread . In this way ,he could k_ playing cards. People liked his idea and called the food “sandwich”. （教师通过有效设计，让学生自己探索，发现信息，激发了学习兴趣。）3. Before readingT: Do you like turkey sandwiches? Do you like to eat turkey ? In America, people sometimes eat turkey. When do they eat it?S: On Thanksgiving Day. It is a special day!（让学生带着问题去skim能够培养学生在阅读过程中抓关键信息的能力。）4. While reading(1) More skimmingT: Read and find more information about Thanksgiving（以图表的形式，清晰地帮助学生抓住what, which, when, why, how的角度去理解文章内容,是种阅读策略的渗透）（2）scanningT: Work on 2c. Read the article again and write down the answers to each question.Where do people celebrate Thanksgiving?When do people celebrate it?Why do people celebrate it?How do people celebrate it now? What is the main dish of the Thanksgiving meal?（3） Read and matchT: Work on 2b. Read the article and number the pictures 1-5.Here is one way to make turkey for Thanksgiving dinner. First, mix together some bread pieces, onions, salt and pepper. Next, fill the turkey with this bread mix. Then, put the turkey in a hot oven and cook it for a few hours. When it is ready, place the turkey on a large plate and cover it with gravy.Finally, cut the turkey into thin pieces and eat the meat with vegetables like carrots and potatoes.（通过图片的提示，帮助学生获取和巩固关键信息，降低学习难度，帮助学生建立学习信心）。（4）PairworkA: How do you make a turkey dinner?B: First Next Then And After that Finally (At last)（教师给出cut into,mix, fill, putintcook, place cover, eat with关键性引领词，帮助学生重组语言信息，强化了学生的训练得到巩固效果。）（5）Fill in the blanksFirst, _ together some_ _, _, _ and _.Next, _ the turkey_ this bread_.Then, _ the turkey_ a hot oven and cook it for _ _ hours._ it is ready, _the turkey on a large_ and _ it with _._, cut the _ into thin _ and eat the _ with vegetables _ carrots and _.（通过以上教学活动分解了阅读难度，突出了重点词汇，同时给学生操练和展示的平台5. Post reading(1) Work on 2d. Here are the instructions for making a turkey dinner written in a diffe