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視頻標簽：make a banan,milk shake
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視頻課題：人教版新目標八年級上冊Unit 8 How do you make a banana milk shake Section B (1a-1e)
教學設計、課堂實錄及教案：人教版新目標八年級上冊Unit 8 How do you make a banana milk shake Section B (1a-1e)
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Unit 8 How do you make a banana milk shake?
Section B (1a-1e)教學設計
一、Teaching Guideline
English new course standard emphasizes students’ interests, life experiences and cognitive level. It also emphasizes to develop students’ communicative ability and make learning process be full of positive emotional attitude, active thinking, bold practice and cross-cultural consciousness. Therefore, according to these, I have designed my lesson as following.
二、Teaching Background
1、Analysis of the Teaching Material：
This period is selected from Unit 8 of Go for it Grade Eight of People’s Education Press in English. The main content of this unit is teaching us how to make food and follow instructions. We have learned how to make some special food in Section A, such as milk shake and salad. And this lesson is Section B from 1a to 1e. It plays an important role in the whole unit, which is a connecting link between the preceding and the following. The students will learn how to make sandwiches. It not only includes some basic new words of this unit, but also has the basic tasks for students. And this part will go on learning Simple Present Tense and the imperative sentence.
2、Analysis of the students:
The students in Grade 8 have learned English for more than one year so far. They can speak simple English very well. And the students in Grade 8 are active. They like to do things with their own hands. But they can’t keep their minds long focusing on one thing. So in this class we will learn the instructions by making the food by them. We will do oral practice, try to imitate, work in pairs, and work in groups and so on. Thy can learn English through all kinds of activities.
三、Teaching Aids
1、Teaching tools：blackboard, multi-media, some materials of making sandwiches(bread, butter, lettuce…) 2、Learning tools：textbook, a tutoring paper for students
四、Teaching aims
1. Knowledge aims
key vocabulary: ingredient, amount, sandwich, lettuce, butter, turkey, slice Target language:
How do you make a super chicken sandwich? First….. Next…. Then….. Finally…. 2. Ability aims
Learn to describe a process of making a kind of food; learn to follow instructions 3. Moral aims
Make something with our own hands and share with others Learn to form the co-operative and competitive study attitude. To be good children of their parents and show them their love.
五、 Teaching Key Points
The pronunciation and usage of new words
Learn to describe a process and follow instructions.
Learn the structures and the usage of the imperative sentence
六、 Teaching Difficult Points
Learn to describe a process and follow instructions.
Some target language
七、 Teaching and learning methods 1. Teaching methods
Communicative teaching method Audio-visual teaching method Task-based teaching method
2. Learning Strategies
Self-learning strategy
Cooperative Learning method Discussion
八、 Teaching procedure
Step Ⅰ Warming-up (1 minute)
Teacher’s activity
Students’ activity
Purpose of design
1. Greeting.
2. Show a dialogue between Zhao Benshan and Fan Wei.
T: Boys and girls, do you know how to put an elephant in a fridge?
T: Let’s look at Fan Wei’s answer to the question.
1. Greet back to the teacher. 2. Ss: No.
(First, open the fridge. Then, put the elephant in it. Finally, close the fridge.)
Give students a very relaxing environment and attract students’ attention at the beginning of this class. At the same time, review the knowledge they learned before.
Step Ⅱ Presentation (16 minutes)
Teacher’s activity
Students’ activity Purpose of design
1. Show a picture of a sandwich. 1) T: Do you like sandwiches? 2) T: What do you want to put in your sandwich?(隨機抽取學生回答) 1. 1) Ss: Yes, we do. 2) S1: In my sandwich, I like eggs. S2: I like tomatoes in my sandwich.
… Use a lively picture to wake up students’ study emotion and willing towards today’s topic.
2. Fast-reading (Task1)
1) T: Please read the following text quickly and then finish the chart.
2) Now please discuss the answers with your partner.
3) T: Who can give us your answers? （Group 1作答）
2. Fast-reading
1) Students read the passage on their own and try to finish the task.
2) Two students as a pair to discuss their answers written on the tutoring paper. 3) S1: A spoon of butter, two pieces of bread, an onion…
S2: … (Do you agree with me?) Fast-reading is used to help the students get the general idea of the whole text. The students also have a chance to develop both self-learning and reading ability.
3. Careful reading (Task2)
1) T: Please read the passage again to find out the important language points and write them down on your paper. 2) T: Now you can discuss them in groups.
3) T: Which group would like to share your ideas with us?
T: Do you agree with them? If you have other ideas, you can add more. （Group 2作答）
3. Careful reading
1) Students read the passage again and try to find out the important language points.
2) Students discuss with other members in their groups.
3) S1: Cut up(切碎)，add A to B(把A添加到B上).
S2：Put…on the top (把……放在頂端). S3: It’s time to do sth. (該做某事了。) …
Careful reading can help the students gain more details and find out the key language points.
(The method of discussion is employed to activate the class atmosphere, and the students can also get new knowledge in the discussion.)
4.Assessment (此處教師可對學生前兩項任務的完成情況做出及時的評價與反饋。)
Students can get the nod from the teacher, such as good, wonderful and so on. Encouraging the students to
show themselves bravely in
time can arouse the students’ interests in this class.
Step Ⅲ Practice (10 minutes)
Teacher’s activity
Students’ activity
Purpose of design
1. Do some exercises.(Task 3)
1) T: Now I will give you several minutes to do the following exercises. 2) T: Check your answers with others. 3) T: Which group would like to give us your opinions? （Group 3作答）
1. 1) Students do exercises carefully. (The teacher should walk around the class to help students in need.)
2) Students discuss with each other. 3) S1: The first one: many. S2…S3…S4…S5…
(S6: Dear classmates, do you have any other question?)
By practicing using these new words and expressions, the students can know how to use them in English and they can master the usages of them better.
2. Listening practice. (Task 4)
1) T: Now let’s listen to the tape recorder to fill in the blanks.
2) T: We need volunteers to check the answers for us. Which group will tell us the final answers? (Group 4作答)
2. 1) Students listen to the tape carefully. （此時教師應關注學生們聽的狀態，及時發現出小差的學生。） 2) S1: a piece of S2: cut up …
(S6: Dear classmates, do you have any other question?)
Listening practice is helpful to improve the students’ listening ability.
(Through questioning from the students, the teacher can find out the difficult problems which aren’t solved.)
3. Assessment
(此處也需對學生們的表現做出相應的評價，如：good, super, cool, try harder…，也可引導學生互評。)
Students are expected to assess their classmates in a proper way. Guide the students to assess their classmates in a proper way. If the students are praised by both teachers and classmates, they will be more interested in this class.
Step Ⅳ Production (15 minutes)
Teacher’s activity
Students’ activity
Purpose of design
Group work (Task 5)
1. T: Now you can make a sandwich that you like. Before making it, please make a list of the ingredients and their amount you need on your tutoring paper. 2. Role-play
T: We need some students to show us your achievements. Please use “First….Then… Next…Finally” to tell us how you make it. （Group 5&6展示）
Group work
1. The students in a group work together to make a sandwich. Each member is expected to take part in this activity.
2. Some groups show their achievements.
S1：Today we will make a delicious sandwich for you. What do we need? S2: We need two pieces of bread, one tomato and…
S3: Now let’s do it. First… S4: Then… …
Provide a real situation with some materials of making sandwiches for students. Encourage the students to make food with their own hands. Cultivate the students’ co-operative, communicative and practical ability.
Unit 8 Section B (1a-1e)教學設計 Designer：何盼盼
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Unit 8 How do you make a banana milk shake?
Section B (1a-1e)
StepⅤSummary (2minutes) Teacher’s activity
Students’ activity Purpose of design
1. Students sum up. T: Who can tell us what you have learned in this class? 2. The teacher sums up. 1. S1: We learned some new words and important language points. S2: We learned how to make a delicious sandwich. … 2. The students listen to the teacher carefully. Train the students to conclude the knowledge by themselves, not just depend on teachers.
StepⅥ Homework (1 minute)
Teacher’s activity
Students’ activity Purpose of design
T： To show your love to your parents, I hope you can make some special food for them after school and try your best to write down the steps, OK? See you next time.
Ss: OK! See you!
This part is aimed at connecting what students have learned in class with their real life. It makes the students understand the love from their parents and thank them for the love.
九、Boarding Design
The purpose of my designing is to make the students see the key points more directly.
十、設計反思
本節課我主要運用任務型教學法及情景交際法，并采用多媒體課件進行教學。因為興趣是最好的老師，為了激發學生的學習興趣，我設計了生動形象的圖片及活動來吸引學生的注意力。按照任務型教學的基本理念，課堂任務的設計選擇貼近學生實際生活的話題內容。提供符合真實生活的學習情景，通過自主、合作、探究培養學生主動學習英語的興趣，自學能力和合作能力。讓學生多說英語，在用中學，學以致用。
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