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視頻課題：人教版新目標英語八年級上冊Unit 8 How do you make a banana milk shake Section B Review Writing山西省優課
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人教版新目標英語八年級上冊Unit 8 How do you make a banana milk shake Section B Review Writing山西省優課
Excellent Chefs Wanted
Unit 8 How do you make a banana milk shake? Section B Review & Writing(3a-self check)
Teaching design
I Designing Ideas of this lesson(整體設計思路)
This lesson is aimed to develop the students’ comprehensive language using abilities in
terms of listening, observing, speaking, reading and writing. After reviewing the target language by listening, observing, speaking, reading and writing practice, students should talk about the process of making food effectively and write a good recipe to advertise the special food of their hometown.(本節課的教學目標是對學生進行聽、說、讀、寫、看綜合性訓練，
進而讓學生掌握食譜的寫作方法。運用所學寫作策略進行寫作輸出，制定食譜，宣傳本地特色食物。)
This lesson is focused on traditional food, creating a situation that the famous TV program Chinese Restaurant would choose the special food of a city as their main dish and excellent chefs are wanted. It motivates the students to learn in a competitive and active way. The winner can be the boss of the restaurant and can recruit the excellent chefs.After reviewing the target language by listening, observing, speaking, reading and writing practice, students should talk about the process of making food effectively and write a good recipe to advertise the special food of their hometown. (本課圍繞傳統美食展開話題，創設如下情境：
湖南衛視《中餐廳》節目將選擇一個城市的特色美食作為本季《中餐廳》主打菜系并為其“招募最棒廚師”。就此展開小組競爭及學習，獲勝者將成為本季中餐廳店主，并有權聘任最棒廚師。引發了學生濃厚的學習興趣，極大的調動了學生的積極性。通過復習美國感恩節火雞的制作過程，討論中國節日的傳統食物、生日食物--生日蛋糕、面條。在學習蛋糕和云南米線的制作方法中，對學生進行聽、說、讀、寫、看綜合性訓練，進而讓學生掌握食譜的寫作方法。最后，運用所學寫作策略進行寫作輸出，制定食譜，宣傳本地特色食物。)
II Analysis of teaching content:(教材分析)
The topic of this unit is to make food. Students are required to describe the process of making food by using imperatives and sequence words.The theme of this period is “Excellent Chefs Wanted”. It is the last period of this unit, and the language goal is to give a comprehensive review of this unit. After reviewing the target language by listening, observing, speaking, reading and writing practice, students should talk about the process of making food effectively and write a good recipe to advertise the special food of their hometown. Therefore, this period should give priority to cultivate the students’ comprehensive language using ability and cross-cultural communicative ability. (本單元的中
心話題是制作食物，要求學生能通過祈使句及序數詞描述食物制作過程。本課是本單元的最
后一個課時，是一節復習與寫作課，在對學生進行聽、說、讀、寫、看綜合性練習后，學生能掌握目標語言進行寫作輸出，宣傳本地特色美食。因此課堂任務應側重培養學生的綜合語言實踐能力及跨文化交際能力。)
III Analysis of the students: (學情分析)
The students are from Class 248, Grade 8, the overall language level of the students are Good. The theme of this period is “Excellent Chefs Wanted”, motivating the students by a popular TV program called Chinese Restaurant in Hunan Channel. By creating an authentic situation, the students involved themselves in the learning process actively and effectively.
(受教學生是山西省陽泉市郊區河底中學八年級248班的學生，學生語言水平整體良好。以《中餐廳》在陽泉“招募最棒廚師”為主題，引發了學生濃厚的學習興趣。)
IV Teaching aims:（基于核心素養的教學目標）
Language competence: To review the process of making food and write a recipe
effectively.(復習食物制作過程，有效進行食譜的寫作輸出。)
Learning competence: To apply proper learning strategies to listen, speak, read, observe and
write in the whole process of learning. To learn in a cooperative way. (運用適當學習策略進行聽、說、讀、寫、看的學習；培養合作學習能力。)
Thinking quality: To think in a logical, critical, enlightening, creative, analytical and
systematic way. (培養學生邏輯性、批判性、啟發性、創造性、分析性及系統性思維品質。) Culture character: To experience the difference between Chinese and Western cooking
culture; to cultivate the students’ love for our traditional food, culture and life. (體驗中西方不同飲食文化；培養學生對家鄉傳統食物、文化和生活的熱愛。)
V Teaching key points: (重點)To review the process of making food and write a recipe
effectively
VI Teaching difficult points:(難點)To experience the difference between Chinese and
Western cooking culture;to grasp the writing skills. VII Teaching methods and learning methods:(教法和學法)
1. Teaching methods: Task-based teaching method, Students-oriented method, Situational
teaching method, Communicative teaching method, Competitive teaching method, Multimedia assisted teaching method.
2. Learning methods: Autonomic learning method, cooperative learning method,
communicative learning methods, competitive learning method.
VIII Teaching procedures:
Step1: Warm-up
Students are expected to answer quickly and properly, the group that answer the most quickly and properly would get the most information cards and would be the winner. The winner would be the boss of the Chinese Restaurant and will recruit the excellent chefs. This group competition is trough the whole process of learning before sharing the information cards in step 7. (創設情境，介紹本堂課小組競爭活動規則。本堂課以小組競爭活動貫穿始終，信息卡的內容是關于學生的家鄉--山西陽泉的特色美食，在分享信息卡環節，將會揭曉陽泉特色美食即為本季中餐廳的主打菜系。本活動，極大的調動了學生的學習積極性。) Step2: Review
The process of making a turkey dinner.
1. Play a short video of giving thanks and talk about Thanksgiving day. 2. Retell the process of making a turkey dinner.
(To review the way to describe a process by retelling the process of making a turkey dinner. 通過觀看小視頻引出感恩節及火雞，進而讓學生進行口頭表達制作火雞過程，復習過程表達法。) Discussion
1. What traditional food do we eat on special holidays in China ? 2. What do we usually eat on birthday?
(Have a discussion and prepare for subsequent learning. 由西方傳統美食過度到學生自由討論中國節日傳統美食，引出蛋糕和面條，為下一步蛋糕做法和云南米線食譜的學習打基礎。) Step3: Pre-writing
Task1: Listen & Watch How to make a cake
(fill in the blanks and summarize the elements or main points）
( To practice listening skills and to know the process of making a cake. 通過聽、觀看視頻兩個環節，讓學生掌握蛋糕的制作方法。鍛煉學生聽說技能。) Task2:Watch & Learn（Play a short video ）
1. What noodles do people both in the north and south prefer / like to eat?
2. What do the noodles symbolize?/what's the meaning of noodles?/Why do people have noodles on birthday?
(To know the difference and tradition of Chinese noodles and rice noodles. To perceive the process of making noodles. 初步了解北方面條與南方米線的傳統與區別及其象征意義，以視頻方式直觀感知其制作過程。)
Task3: Read & Write How to make Yunnan Rice Noodles
1. In which province can we eat the most delicious rice noodles?
2. Fill in the blanks and summarize the elements or main points of the recipe.
(To give students reading practice and guide them to summarize the elements to cultivate their systematic thinking ability. 學生進行閱讀訓練，引導學生總結云南米線食譜要素，培養其系統性思維品質。為合作探求食譜的構成打基礎。) Task4: Retell the process according to the pictures(Pair work)
(Work in pairs to retell the process of making Yunnan Rice Noodles and then show to the class. To practice their oral English ability. 結對復述云南米線的制作過程，訓練學生口語表達能力。) Task5:Cooperative inquiry (group work)
Use “W-” and “How” questions to know the parts of a recipe
Time Place
Recipe Tools and ingredients Process Special meaning
(To cultivate the students’ logical thinking ability, systematic thinking ability, enlightening thinking ability and cooperative learning ability. 學生根據要點提示，使用特殊疑問詞總結食譜的要點。培養了學生的邏輯性、系統性、啟發性思維能力及合作學習能力。)
Step4: While-writing: To advertise the special food in your hometown
Task 6: Share and count the information cards. (The special food of hometown--Yangquan) 1. Which group will be the boss? 2. Which city will be chosen? 3. What’s the special food there? (To share their information cards and learn English version of the special food in Yangquan. To cultivate their love for local food, culture and hometown. 展示信息卡內容，揭曉入選城市——家鄉陽泉，學習家鄉美食英文表達，增強對家鄉飲食、文化的熱愛。揭曉獲勝小組及中餐廳店主。)
1. Enjoy an English Micro class: structures of writing a recipe
Give writing guidance and summarize the structures of writing a good recipe by watching an English micro class. (學生通過觀看微視頻總結和掌握食譜的寫作方法。) 2. Choose one dish to write a recipe.
Students choose randomly to write a recipe. Different groups will have various choices. To advertise the special food in Yangquan. It is aimed to enhance the enjoyment of the class. (通過任意抽選的方式，決定每組所寫食譜菜名。增強課堂趣味性。)
Task 7. Practical writing
(To cultivate students’ practical writing skills. 通過實操性寫作輸出，培養學生寫作能力。制定食譜，宣傳家鄉特色美食。)
Step5: Post-writing:
Task 8: Group evaluation 1. Check and correct 2. Find the best recipe 3. Find the best chefs
(Work in groups to evaluate the students’ recipes and find the best one to show to the class. And the writer of this best recipe will be the excellent chef wanted! This activity is conducive to cultivating their thinking abilities in terms of criticalness, systematicness and logicality. For another, students’ cooperative learning ability are expected to be improved.小組活動評估食譜寫作成果，培養學生批判性、邏輯性、系統性思維，提高其小組合作能力。展示優秀食譜環節，使學生寫作能力得到提升。)
Step6: Love our food. Love our culture. Love our hometown. Love our life.
In this step，students read these sentences loudly and emotionally. (學生大聲朗讀，再次升華學生對家鄉——陽泉、及其飲食、文化的熱愛！)
Step7: Homework
Rewrite your recipe and let more people know the special food of our hometown.
IX Blackboard design(板書設計)
X Reflection(教學反思)
This lesson is focused on review and writing. Students’ comprehensive language applying abilities are expected to be improved in this period. Therefore, such practice as listening,
observing, speaking, reading and writing should be given during the process of learning.
The students’ learning interests have been stimulated effectively by creating an authentic and interesting situation as well as various activities. Group competition and cooperation has been through the whole process of learning. The students are the real communicators and their subjectivity has been exerted effectively. The teacher should act as a guide, an organizer and helper. To sum up, this lesson is thoughtful, interesting and effective. However, more show time should be given to the students to present their recipes. (本課是一節復習與寫作課，旨在提高學生的綜合語言運用能力。因此，學生在聽、說、讀、寫、看方面應得到充分訓練。通過有效設置真實、生動有趣的情境及豐富的活動，學生的學習積極性得到了充分地調動。小組合作探究學習貫穿整個學習過程，始終以學生為主體，充分發揮了學生的主體性作用。教師扮演著引導者、組織者和幫助者的角色。總體來講，本堂課是“有思想、有趣味、有效益的”一堂課。不足之處在于，在成果展示環節，應給學生更多展示食譜的機會與時間。)
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