八上Unit8 period3.doc

八年级上学期英语集体备课教案主备人宁艳芳复备人八年级组上课日期总5课时课题Unit 8 How do you make a banana milk shake?Section B（1a-1e）第3课时教学目标1. 熟练掌握可数名词和不可数名词和How much/ How many引导的特殊疑问句。 2. 熟练使用“First, Then, Next, After that， Finally”学会表述三明治的过程并表达自己对食物的喜好。 3. 激发学生对于食物制作的兴趣并开发他们的创意。4. 引导学生关心了解身边人的饮食喜好，促进交流与合作意识。重点1要求掌握以下词汇： 1) 名词n. cheese，butter, tomato, turkey, onion, slice, condiments, piece2) 代词adv. another 3) 副词 adv. finally4) 词组 cut up, add to, on top, put on, a piece of, what about2. 要求掌握以下句式：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?.集体研讨个性施教难点够选择恰当的动词描述制作一种家庭食品的过程并做进行连续性的描述。根据自己的喜好，充分发挥想象，有序的制作特有的sandwiches,提高自己的交际能力。教学过程Step 1. Lead in:How do you make fruit salad? How do you make popcorn?T: Do you like to eat popcorn ? What do you need if you want to make it? And how do you make it? Work in groups and show us what you know.S: First, put the popcorn into the popcorn popper. Next turn on the popper. Then, Finally, Step 2 Work on 1a. T: Now, lets look at some picture. Can you tell me what it is? T：Whats this?What can we make with these?T：Whats in the sandwich?T：What else can we put in a sandwich? （图片和词进行复现，自然引出本课时的关键词sandwich）Make a list of the things you like in a sandwich. T: I am going to make my favorite sandwich. Whats in it?S:T: How about your favorite sandwich? Whats in it? Finish 1a in your book.(教师引导学生从说过渡到写，同时又为后面的语言交流做好准备)I like tomatoes and lettuce, but I dont like butter or onion.two pieces of bread with cheese, meat, vegetables, cooked egg, etc between them. Step 3. Ask and answerAsk and answer questions with a partner. Find out what he/she likes in a sandwich. S: A: Do you like lettuce in a sandwich? B: Yes, I do. A: Do you like tomatoes? B: No, I dont.T: Make a survey and give a report.S: In our group, _ likes/dislikes_ in a sandwich. _ and _ both like/dislike_ in sandwiches. And we all like/dislike_ in sandwiches.Step 4. Listening-Work on 1cT: Look at the picture in 1a. Listen and circle the words you hear. (教师放录音，在2a的基础上，此任务简单，教师可以在放完一遍录音以后就订正答案)Work on 1d-T: Listen again. Write the ingredients in the order you hear them. T: Read the dialogue and finish the recipe. FirstNextThenFinallybutter（课文文本信息的有效使用，有利于学生提高阅读和理解能力，所以听力材料的整编很有必要）T: Finish the chart.Step 5. Do some exercises T: Now, lets try to fill in the blanks, please.Lets make acheese sandwich We need _ of bread. As for vegetables, we need an_, one_ and some _. Of course, _ butter is necessary. Oh, dont forget the _, you can put more if you like. Lets make it now! First, _ the butter _a piece of bread. Next, _ the tomato and the onion. _, put them on the sandwich. After _ , _some cheese _ the sandwich._, put some lettuce on the cheese and put _ piece of bread_. Now, its time to _ it!（通过食物导入，直接提高了学生的兴趣，同学培养了学生小组合作的团队意识。）（单刀直入让学生根据图片说单词，既节约了导入的时间，又给了学生更多巩固掌握词语的练习机会）（从对话到小组调查到口头报告，教师铺设了平台给学生大量操练的机会，让学生在做中学，同时自然地引导学生关心身边人，并有意识地把获得的信息进行整合，提高了学生的表达能力的锻炼。（和前面不同，此处的听力练习，需要学生有更多的整理能力，有必要的话放两遍）（教师对文本信息的合理处理，可以有效帮助学生改变机械地从文本中寻找答案的习惯，而慢慢养成思考着阅读文