八年级nit8第一课时教案

Unit8Howdoyoumakeabananamilkshake?教学背景：本单元是人教版Goforit八年纪英语上册第七单元（Unit7Howdoyoumakeabananamilkshake?）第一课时的教学设计。在本节课中通过水果、蔬菜、饮料和肉类名称的变化以及不同动作、数量，然后组成相应的食谱和制作程序。主要教学思路设计如下：somsomevegetables,meat,fruitsanddrinks.food---makingactivitiesfood---makingactivitiesmakeotherfoodsmakebananamilkshakemakeotherfoodsmakebananamilkshake1.)1.)turnon,cutup,pour,peel,put...in/into,drink,2.)bowl,shake,blender,yogurt,honey,ingredient,teaspoon,acupof,一、教材分析(Analysetheteachingmaterial)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,honey,二、

学生分析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。三、

教学目标分析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-1c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（1）培养学生与人交往中具有的积极态度，（2）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。（3）培养学生的概括与推理能力。（4）培养学生的跨学科学习能力。（5）培养学生的逻辑排序能力。四、

学习策略与思维技巧（1）作猜测；（2）按次序排列信息；（3）进行连续性的描述。（4）小组讨论。五、

课前准备阅读资料或社会调查，了解水果沙拉、奶昔、爆米花、三明治、北京烤鸭等食品的制作过程，准备一台果汁机和录音机。六、教学设计PeriodOneⅠ.TeachingcontentsSectionA1a，1b，1cⅡ.TeachingaimsanddemandsLearntodescribeaprocessofmakingabananashakeandfollowtheinstructions.Ⅲ.Teachingkeysanddifficultpoints.1.

Vocabulary:turnon,cutup,drink,peel,pour,put,blender,shake.2.

Targetsentences:Howdoyoumakeabananamilkshake?Peelthebananas;Cutupthebananas;Putthebananasandtheice-creamintheblender;Pourthemilkintotheblender;Turnontheblender；Drinkthebananamilkshake.Ⅳ.TeachingmethodsWatching,listening,writingmethods;teamworkⅤ.Teachingaidsataperecorder;aprojectorⅥ.TeachingProceduresStep1Warmingup/RevisionTask1.Playapieceofmusic《Foodanddrink》forstudentstolistenandrelax.(ThisactivitymakestudentsbeinterestedinthisEnglishlesson)Task2.Revisethenamesofsomevegetables,meat,fruitsanddrinks.Teacher:Doyoulikebananas?Whatkindoffruitdoyoulike?What’syourfavoritefood?/vegetable?/meat?/fruit?vegetables…fruits…meat…drinks…Step2.ThekeyvocabularyTask1.Discusswherepeopleusuallyhavemealsandwherethefoodsarefrom.Teacher:1)Whatdoyouhaveforyourthreemeals?2)Wherearethefoodsyouhavefrom?(Leadtothekeywordsandlearn:home-cooking,take-awayfood)Task2.Discusswhatfoodpeoplemake.(T:Somepeopleliketocoolbodybymakingfoodathome,especiallyinsummer.Theweatheristoohot.Sopeoplemakesomefoodtocoolbody.)Teacher:Whatdopeoplelikecookinginhotsummer?Students:bananamilkshake,fruitsalad,popcorn,sandwiches,pancake...Task3:Learnhowtomakeabananamilkshake.·Lookat1a,teachthenamesofallitems.Pointtothepicturesoftheitemsandaskstudentstorepeat.·Focusonthepictures.Askthestudentstotellwhattheyseeineachpicture.Describeeachactionandaskstudentstorepeattheprocessofmaking.Task4.Askstudentstowritethenamesoftheactionsontheblacklines.Thenchecktheanswers.1.Peelthebananas.2.Cutupthebananas,3.Putthebananasandice-creamintotheblender.4.Pourthemilkintotheblender.5.Turnontheblender.6.Drinktheshake..Step3.ListeningTask1.Pointtotheactionsinthepictureaccordingtowhattheteacherreadaboutthelistofactionsin1b.Askdifferentstudentstolookatthepictureandtellwhatishappening.Task2.Playtherecorderforthefirsttime.Thestudentsonlylisten.Thenlistenagain,numbertheinstructionsintherightorder.3.Putthebananasandice-creamintotheblender.1.Peelthebananas.2.Cutupthebananas,4.Pourthemilkintotheblender.6.Drinktheshake.5.Turnontheblender.(Theseactivitiesletstudentsknowhowtomakeabananamilkshake.)Step4.PracticeusingthetargetlanguageTask1.Teamwork.Asksixstudentstostarttheirconversationslikethesampleconversationin1b.EachstudenttrytodescribeaprocessTask2.Trytotalkabouthowtomakeanapplemilkshakeingroup.Task3.Eachstudenttrytotellhowtomakeanapplemilkshakeinagroup.(LetthestudentshavespokenEnglishandlisteningpractice)Step5RelatedexercisesinclassI.Readandcirclethecorretwordsorphrases1. First(peel/pour)threebananas.2. Then(turnon/cupup)theapples.3.(Drink/Put)thebananasintheblender.4. (Put/Turnon)theblender.5. (Pour/Peel/drink)themilkshake.II.单项选择6.Somefactoriespourthedirtywatertheriver.A.intoB.inC.to7.It’sdarkintheclassroom.thelights,LiLei.A.TurnonB.TurnoffC.Open8.Herearesomeapplesandbananas,please.A. givetoPeterthemB. givethemtoPeterC. givePetertothem9.Maryisteaforherguestsathome.A.cookingB.makingC.doing10.—CanIhelpyou,sir?—Yes,I’dlikefiveandsomepeas.A.potatoesB.meatsC.bananasStep6.Summary:Whathavewelearnedtoday?Task1:LetsomestudentsthinkandtelltheteachingkeysandthetargetlanguageTask2:Showtheteachingkeysandthetargetlanguageontheblackboard.(Theseactivitiesteachtograspthekeyvocabularyandlearnthetargetlanguage)Step7.HomeworkTask1. Reviewthewords.Task2.Trytomakeabananamileshakeoranapplemilkshakeforparentsathome.Step8.BlackboardDesignUnit8Howdoyoumakeabananamilkshake?thekeyvocabulary:Youneedtodothese:peel,cutup,put...in/into,pour...in/into,turnon,drink2)Youneed:yogurt,blender,shakethetargetlanguagePeelthebananas.Cutupthebananas,Putthebananasandyogurtin/intotheblender.Pourthemilkin/intotheblender.Turnontheblender.Drinktheshake.教学反思：饮食这一话题，紧密联系学生生活，他们既熟悉又感兴趣。而且学生对milkshake因新奇而产生求知欲，因此他们积极参与课堂活动，对makeanappleshake的程序掌握得很好，一些英语后进生也在课堂上“跃跃欲试”。此外，让学生学习制作appleshake的制作，从而实现了对知识能力的迁移地训练，学以致用，并通过随堂练习检测到学生对本堂课所学的知识掌握得很好。Putthebananasandtheyogurtintheblender,

Pourthemilkintheblender,

Turnontheblender;

Drinkthesmoothie.

Howmuchyogurtdoyouneed?

Howmanyapplesdoweneed?

TeachingProcedures:

教学步骤教师活动学生活动备注Step1

RevisionHowtomakeabananamilkshake?AnswerStepII

SectionA2aIntroducethenewvocabularyusingthepicturein2a.Askthestudentstoreadandrepeatthewords.ListenandrepeatStepIII

2b

Listening

andwritingTask1.Pointoutthetwocolumnsinthechartandreadtheheadings,Howmuchandhowmany.Playtherecordingforthefirsttime.Studentsonlylisten.Listenagainandfillinthechart.Checktheanswers.

Task2.Pointtothechartandaskastudenttoreadtheamountsinthefirstcolumn.Pointtothemeasuringcupandateaspooninthepictureabove.Focusontheheadingsatthetopofeachcolumn.Askthestudentstosaywhatthesewordsmeanusingtheirownwords.

Task3.Listentotherecordingagainandwritewordsinthecorrectspacesintheingredientcolumn.Thenchecktheanswers.

Howmanybananasdoweneed?

Three.(Countablenouns)

Howmuchyogurtdoweneed?

Onecup.(Uncountable)Listenandfillinthechart.Saywhatthesewordsmean

FinishandcheckStepIVAskstudentstoroleplaytheconversation.

StepIIV

Pairwork

Task1.Asktwostudentstoreadtheconversationtotheclass.

Task2.Havethestudentsworkinpairs.

Task3.Checktheanswersbyaskingdif