山东省烟台市八年级英语上册Unit8Howdoyoumakeabananamilkshake第2课时教案.docx

How do you make a banana milk shake教材分析本节课的生词较少，除了ingredient拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。教 学目 标Teaching aims（教学目标）1. 进一步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. 听懂制作一种食品的对话材料，并条理性掌握对于制作过程的描述。3. 能够描述出一种食物的食谱。Language points（语言点）1要求掌握以下词汇： 1) 名词n. yogurt, watermelon, honey, spoon, ingredient, pot, salt, sugar, cheese2) 动词v. drink, peel, pour, put, add, need, cook3) 副词 adv. finally4) 词组 turn on, cut up, add to, put into, pour into, forget to, cook . for . , one more thing（本节课的生词较少，除了ingredient拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。）2. 要求掌握以下句式：I want to make . for.How many . do we need?How much . do we need?First, . Then, . Next, . After that Finally, dont forget to .dont forget to .重 点分辨可数和不可数名词，正确使用how many/how much 表述一种家庭食物的食谱和其制作过程难 点Difficulties（难点）：表述一种家庭食物的食谱和其制作过程教 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）（1）Fill in the blanks（复习牛肉面制作过程回顾关键词并引入新词ingredient）T: Do you remember? How do you make beef noodles?First, _ _the tomatoes and beef. Next, _ the noodles. Then, _the ingredients together in the pot. Finally, _salt to the noodles. Now you are ready to eat the noodles!（2）Group competition: Recipe game T: In groups of four, write a food recipe ( do not use the words like first, next, etc.).Exchange recipes with another group and try to put their recipe in order.Report back to the class using first, then, next, and finally.（通过游戏，帮助学生巩固first, then ,next, finally的用法，并为下面的环节进行铺垫。）2. Presentation（呈现知识重点可数名词和不可数名词与how many/much的关系）T: Now, we have so many things to eat, lets go for a picnic. I would like to make fruit salad for our picnic. Can you make fruit salad? What do we need to make fruit salad? （教师通过学生喜欢的picnic话题自然引入salad，为ingredient的和相关可数和不可数名词的出现做了自然的铺垫）T：How many _s do we need?S：We need three/some/many/a lot of bananas .T：How much _ do we need?S：We need a _of _/some _/a little _/much _ .（半开放式的问答，帮助学生逐步深入how many/much的正确使用。）T: Look at the ingredients of the salad again, can you tell when to use “how many/how much”? （教师把salad 有层次地划分其ingredient并呈现给学生，让学生自己总结how many/how much”规律） 3. Practice and work on 3aT: Fill in the blanks with “how many” or “how much”. Now, lets finish 3a4. Work on 2aT: Listen and fill in the dialogue. Then complete the chart.S: How many bananas do we need? We need three bananas. How much yogurt do we need? We need one cup of yogurt.IngredientsHow muchHow manyyogurtbananashoneywatermelonsapplesoranges5. Work on 2b &2cT: Listen again. Write the ingredients under the correct amount in the chart (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)T: Ask and answer questions about how to make fruit salad.A: Lets make fruit salad.B: OK, good idea. How much do we need?A: One cup of/one teaspoon ofB: And how many do we need?A: Let me think We need B: OK, and how much (教师呈现2b内容，帮助学生以pairs形式完成半开放式的对话联系，以达到降低难度和强化重点的作用)T: Read the dialogue, and fil