八年级英语上册《uni Howdoyoumakeabananamilkshake》教案 人教版.docx

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1、浙江省泰顺县罗阳二中八年级英语上册unit7 How do you make a banana milk shake教案 人教新目标版Period 1Teaching contents :Section A la ,1b ,1c ,2a , 2b , 2c .Teaching goal :1. vocabulary :blender , yogurt , turn on , cut up , peel , pour , put into , ingredient , cinnamon. , teaspoon , amount ,watermelon .2. Patterns: How do y

2、ou make a banana smoothie ?.How many bananas do we need ?How much cinnamon do we need ?3. 能力目标:学会使用how many和how much分别对可数名词和不可数名词的 量提问.4. 情感目标:培养学生热爱劳动的习惯.Teaching aids : tape , tape-recorder , car.dsTeaching procedures:Step 1 Leading irnGreeting .Step 2 Pre-LaskSB Page 41 , la .Look at the picture

3、. What can you see ?Point out the blank 1 ikes in the picture . Ask Ss to wri te the names of the actions . Choose the correct w,ords .Ask Ss to fill in the blanks on their own .Check the answers .SB Page 41, lb .Point out the actions in the picture and the list of actions in activity lb .Play the r

4、ecording and check the answers .Step 3 Wh-ile-taskSB Page 41 , 1c .Point out the instructions in activity lb .Ask Ss to talk with a partner .SB Page 42 , 2a .Point out the two columns in the chart and read the headings . Say , Maria and Katie are talking about making fruit salad . Listen carefully .

5、 What do they need ?Write the names of the ingredients .Play the recording and check ther answers .SB Page 42 , 2b .Say , Now listen again .This time listen to the amout of each ingredient the girls talk about . Write the name of each ingredient next to the correct amount .Ask a student to read the

6、amounts in the first column .Play the recording . Ss work .Check the answers .Step 4 Post-taskSB Page 42 , 2c .Read the instruction for the activity .Point to the sample conversation . Ask two students to read the questions and answers to the class .Have Ss work in pairs .Ask some pairs to present t

7、heir conversations .Step 5 HomeworkMake a banana smoothie or fruit salad with your friends .Period 2Teaching procedures :Step 1 Leading inGreeting . Ask two students to, present their conversation about how to make a banana smoothie or fruit salad .Step 2 Pre-taskGrammar focus .Review the grammar bo

8、x . Ask Ss to say the questions and answers .Wri te the words countable and uncountable, on the Bb .Ask one or two students to explain what these words meanCall attention to the verb . Say , there are imperative sentences . Ask some students to say sentences like these .Step 3 While-taskSB Page 43 ,

9、 3a . Point out the picture and ask Ss what the boy and girl are doing .Point to the four words at the beginning of the activity .Ask Ss to number the words to show the order .Read the conversation . Ask Ss to complete it .Check the answers .Ask Ss to read the conversation with their partner .SB Pag

10、e 43 , 3b . Point out the picture .Ask Ss to tell what is happening in each picture. Review the words :popcorn , popcorn popper , salt , bowl .Ask a student to read the directions in the box .Ask Ss to work with partner , then ask one or two students to tel 1 the class how to make popcorn .Step 4 Po

11、st-taskSB Page 43 , Part 4 .Ask Ss. to work in teams of .three . Read the instructions. Ask Ss to work in pairs . Then ask some pairs to present their questions and answers to the rest of the class .Step 5 HomeworkWrite your own recipe about, a sandwich .Period 3teaching contents :Section B la , lb

12、, 2a , 2b , 2c .Teaching procedures :Step 1 Leading inReview how to make fruit salad . Ask Ss to answer .Step 2 Pre-taskSay ,Lets make a sandwich .Ask Ss that what ingredients they need . Ask two students to say and write the ingredients on the Bb .Then ask , How do you make your favorite sandwich r

13、?Ask one student to answer .Say , let s make it together .Step 3 While-taskSB .Page 44 , la , lb .Point to the sandwich ingredients in the picture . Say each word and ask Ss to repeat it .Read the instructions and point to the lines where Ss write the things they like in a sandwich .Students work .A

14、fter that . Say, Now ask and answer .Pointout the conversation in the box . Ask Ss to work with a partner . As Ss work , move around the room monitoring .Ask some pairs to say their conversations to the class .SB Page 44 , 2a .Read the instructions to the class .Point to the foods in activity la . P

15、lay the tape the first tijne . Ss only listen .Play the tape again . Ss circle the words in activity la .Check the answers .SB Page 44 , 2b .Listen carefully and write the ingredients on the correct lines in the chart . Check the answers .Step 4 Post-taskSB Page 44 , 2c .Ss work in pairs . Ask sever

16、al pairs to act out .Step 5 HomeworkMake a sandwich .Period 4Teaching contents :Section B 3a,3b , 3,c , 4 , selfcheck .Teaching procedures :Step 1 l.eading inAsk some students to show the sandwiches they made .Step 2 Pre-taskSB Page 45 , 3a .Read the instructions to the class . Have a student to rea

17、d tho recipe to the class . Point to the words vegetables , meat and others in the chart . Point to the example answer . Say , Now read the recipe and write the ingredients under the correct words in the chart .Check the answers .Step 3 While-taskSB Page 45 , 3b .Read the instructions to the class .

18、Read the recipe to the class . Say blank” each time when coming to a blank line .Say , Now write a word in each blank . Check the answers .SB Page 45 , 3c .Read the instructions to the class .Then ask students to wri te their recipes . As students work , move around the room offering assistance as n

19、eeded . Ask students to read their rexipes to a_ partner . Ask some students to read their recipes to the class .Step 4 Post-taskSelfcheck .Ask students to finish the work .Ask some students to present their answers to -the class .Check the answers .Step 5 HomeworkSB Page 45 , Part 4 .Ask students t

20、o work with a partner .Tel 1 your partner how to make a sandwich with the ingredients in your list . 单元反思：本单元的核心语言项目是Describe a process”和Follow instructionsv 学习了奶昔、水果沙拉、爆米花以及三明治的制作。在教学中，教师设计了一些任务，这些 任务的设计由易到难，趣味性强，同时能极大的调动学生参与的积极性，课堂气氛比较活跃, 将教学内容与情景教学融合一起，体现了教师“乐教”，学生“乐学”的积极态度。在课堂上能够突出英语教学中优化使用思维导图，加快学生理解和记忆过程。让学生在“学 中用，用中学，学会了就用，用了就掌握的原则，更好的体现了英语教学的有效性。