初中英语人教新目标 (Go for it) 版八年级上册Unit 8 How do you make a banana milk shake?综合与测试教案

这是一份初中英语人教新目标 (Go for it) 版八年级上册Unit 8 How do you make a banana milk shake?综合与测试教案，共21页。

课 题
Unit 8 Hw d yu make a banana milk shake?
课时
第一课时Sectin A (1a—2d)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
shake, blender, cut, peel, pur, ygurt, hney, watermeln, spn, add, finally, amunt, instructin, turn n, cut up, pur. . . int
2. 掌握以下句型:
①Hw d yu make a banana milk shake?
②Hw many bananas d we need?
③Hw much ygurt d we need?
能力目标
能够用祈使句描述制作奶昔的步骤。
情感目标
了解中西饮食文化。
教学重点
1. Learn imperatives.
2. Cmpare cuntable and uncuntable nuns.
3. Use the drills with Hw much/ Hw many.
教学难点
1. Imperatives.
2. The use f cuntable and uncuntable nuns.
课前预习
Preview the new wrds and phrases.
教学方法
Situatinal apprach; Listening and speaking apprach;
Cmmunicative apprach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm
up and
wrk n
1a
1. Play the music “Fd and drink” fr the students.
2. Discuss where peple usually have meals and where the fd is frm.
3. Shw pictures f the fd.
4. Let Ss lk at the picture abut the fd.
5. Discuss hw t make the fd.
6. Read the phrases and write them in the blanks in the picture.
1. Ss listen t the music and learn the names f the fd.
2. Ss enjy the sng.
3. Discuss the fd fr three meals.
4. Finish the task in 1a.
利用学生感兴趣的音乐, 激发学生的学习兴趣。
Step 2
Listening
(1b)
1. Shw pictures f the steps.
2. Play the tape f 1b.
1. Lk at the pictures and Ss listen t the cnversatins in 1b and put the instructins in rder.
2. Read the instructins in class.
3. Try t talk abut hw t make the banana milk shake.
学生在此环节中进行听说练习; 目标语言在语境中得以呈现和导入。
Step 3
Practice
(1c)
First let Ss read the cnversatin in 1C. Then ask them t make similar cnversatins abut hw t make a banana milk shake.
Ss first read the cnversatin in pairs, then make similar cnversatins abut hw t make a banana milk shake.
通过两人小组对话, 让学生从听对话到模仿对话, 练习制作步骤的描述。
教学环节
教师活动
学生活动
备课札记
Step 4
Listening
(2a&2b)
1. Let Ss say the names f the fd in the picture in 2a first.
2. Let students read the cnversatins.
3. Play the tape f 2a.
4. Let Ss summarize the rules abut hw t use hw much r hw many.
5. Play the tape f 2b.
1. Ss say the names f the fd in the picture in 2a ludly befre listening t the tape and read the cnversatins.
2. Listen and cmplete the sentences in 2a.
3. Ss summarize the rules abut hw t use hw much r hw many.
4. Listen t the tape in 2b and fill in the bxes.
通过听力练习和完成句子, 在语境中体会可数名词与不可数名词的运用, 体会hw many/hw much的用法。
Step 5
Oral Practice
(2c)
1. Let Ss read the dialgue in 2c in pairs.
2. Let students lk at the picture and make fruit salad r apple milk shake.
1. Ss read the dialgue in 2c in pairs.
2. Ss make similar cnversatins in pairs.
通过 “读对话”“做对话”进行口语结对活动, 在交流信息过程中, 进行真实的交际问答活动。
Step 6
Rle-Play
(2d)
1. Let Ss learn abut the backgrund f the cnversatin.
2. Let Ss read the cnversatin tgether.
3. Explain the difficulties.
4. Let Ss read in pairs.
5. Let several pairs f students rle play the cnversatin in frnt f the class.
1. Ss learn abut the backgrund f the cnversatin by ging thrugh it quickly and accrding t the picture beside it.
2. Ss read the cnversatin tgether, then in pairs.
3. Rle play it.
在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动。
Step 7
Summarize
1. Guide the students t summarize the rules f imperatives.
2. Guide the students t summarize the sentence structure with “Hw much/ many”.
Summarize the rules f imperatives and the sentence structure with “Hw much/ many”.
培养学生探究、归纳总结能力。
Step 8
Cnslidatin
教师设置巩固检测练习:
单项选择
1. —_____d yu make a pancake?
—I shuld buy sme eggs and flur first.
A. Hw
B. What
C. Which
D. Why
【解析】选A。考查疑问词辨析。根据答语可知上句是问“如何制作薄煎饼”。故选A。
教学环节
教师活动
学生活动
备课札记
2. —_____peple are there in yur family?
—Three.
A. Hw ften B. Hw many
C. Hw much D. Hw lng
【解析】选B。考查疑问词辨析。根据答语“三个”可知是问数量, peple为可数名词, 用hw many。
3. Turn n the blender _____abut tw minutes.
A. fr B. in C. t D. at
【解析】选A。考查介词辨析。句意:打开搅拌器两分钟。后跟一段时间用介词fr。
4. I want sweet milk. Put sme _____in my cup, please.
A. ice B. sup
C. salt D. sugar
【解析】选D。考查名词辨析。句意:我想要甜牛奶。请把糖放进我的杯子。ice冰; sup汤; salt盐; sugar糖。故选D。
5. —Gd mrning. Can I help yu?
—Sure. I’d like _____.
A. tw cup f milk
B. tw piece f bread
C. tw pieces f breads
D. tw cups f milk
【解析】选D。milk, bread都为不可数名词, 无复数形式, 表达数量“两”时, piece或cup需用复数。故选D。
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Hmewrk
1. Recite new wrds and phrases.
2. Write an instructin abut hw t make an apple milk shake.
板书设计
Sectin A (1a—2d)
1. New wrds:shake, blender, cut, peel, pur, ygurt, ingredient, watermeln, spn, amunt, instructin, turn n, cut up, pur. . . int
2. Structures:
①Hw d yu make a banana milk shake?
②Hw many bananas d we need?
③Hw much ygurt d we need?
教学反思
在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
课 题
Unit 8 Hw d yu make a banana milk shake?
课时
第二课时Sectin A (Grammar Fcus—3c)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
sugar, cheese, ppcrn , crn, machine, dig, hle
2. 掌握以下句型:
①Hw d yu make a banana milk shake?
②First, peel the banana.
③Hw many bananas d we need?
④Hw much ygurt d we need?
能力目标
能够运用句型Hw much/Hw many提问; 正确运用表示序列的副词; 掌握并使用祈使句。
情感目标
通过对食物制作的表达, 了解食品文化。
教学重点
1. Talk abut imperatives.
2. Cmpare cuntable t uncuntable nuns.
教学难点
1. Hw t use imperatives.
2. The use f Hw much/Hw many.
课前预习
Preview the new wrds and phrases.
教学方法
Situatinal apprach; Listening and speaking apprach;
Cmmunicative apprach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up
1. Let students play a game-Hw t make a banana milk shake?
2. Let students shw ther instructins.
1. Ss have a cmpetitin-Wh can shw the steps t make a banana milk shake.
2. Ss shw the instructins t make fruit/ an apple milk shake.
通过复习奶昔的制作方式, 回顾上节课内容, 引入本节课。
Step 2
Reading
and practice
(Grammar
Fcus)
1. Let students read the sentences in Grammar Fcus.
2. After reading the sentences, Ss finish the exercises.
Students read the sentences in Grammar Fcus and finish the exercises.
语言重现; 练习的加入让重点更突出。
Step 3
Practice
(3a)
1. Let Ss read the sentences in 3a.
2. Let Ss summarize the rules hw t use Hw much/Hw many.
1. Ss first read the sentences.
2. Ss summarize the rules hw t use Hw much/Hw many.
通过学生对Hw much/Hw many的用法, 回顾知识点。
Step 4
Practice
(3b)
1. Let Ss lk at the pictures in 3b.
2. Let students cmplete the sentences.
3. Let students match the pictures and the sentences.
1. Ss lk at the pictures in 3b and cmplete the sentences in 3b.
2. Students cmplete the sentences.
3. Students match the pictures and the sentences.
通过看图、完成句子等活动, 学生们回顾描述爆米花的制作, 回顾祈使句的用法。
Step 5
Oral Practice
(3c)
1. Ask students t chse ne tpic that they are familiar t.
2. Let students discuss the tpic in grup and give the right instructins.
1. Ss chse ne tpic that they are familiar t.
2. Ss give the right instructins.
话题自由发挥, 既锻炼了学生思维, 又回顾了知识点。
教学环节
教师活动
学生活动
备课札记
Step 6
Summarize
1. Guide the students t summarize the rules f imperatives.
2. Guide the students t summarize the sentence structure Hw much/Hw many.
3. Guide the students t summarize hw t use need.
4. Guide the students t summarize hw t use first, next, then, finally.
Summarize the rules f imperatives, the sentence structure Hw much/Hw many, hw t use need, hw t use first, next, then, finally.
培养学生探究、归纳总结能力。
Step 7
Cnslidatin
教师设置巩固检测练习:
Ⅰ. 单项选择
1. —_____ milk d yu need?
—One cup.
A. Hw ften
B. Hw many
C. Hw much
D. Hw lng
【解析】选C。考查疑问词辨析。根据答语“一杯”可知上句是问数量; 再由milk为不可数名词, 用hw much。
2. I walked a lng way. _____, I gt there.
A. NextB. First
C. ThenD. Finally
【解析】选D。考查副词辨析。句意:我走了很长的路, 最后我到了那儿。finally最后。故选D。
Ⅱ. 完成句子
1. 请打开电视。
Please turn n the TV.
2. 然后将盐加在面条上。
Then add salt n the ndles.
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 8
Hmewrk
1. Recite new wrds and phrases.
2. Write a shrt passage with ne tpic in 3c.
板书设计
Sectin A (Grammar Fcus—3c)
1. New wrds:sugar, cheese, ppcrn , crn, machine, dig, hle
2. Structures:
①Hw d yu make a banana milk shake?
②First, peel the banana.
③Hw many bananas d we need?
④Hw much ygurt d we need?
教学反思
在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
课 题
Unit 8 Hw d yu make a banana milk shake?
课时
第三课时Sectin B (1a—1e)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
sandwich, butter, turkey, lettuce, piece
2. 掌握以下句型:
①—D yu like lettuce in a sandwich?
—Yes, I d. / N, I dn’t.
②—Des he/she like lettuce in a sandwich?
—Yes, he/she des. / N, he/she desn’t.
能力目标
1. 能够正确运用句型D yu like. . . ?与他人进行交流, 了解他人喜好, 并介绍自己所喜欢的食物。
2. 能够描述食物的制作步骤。
情感目标
1. 在活动中渗透中西方餐饮文化, 了解西餐的制作方法。在语言的运用中感受中西方饮食文化的不同。
2. 通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。
教学重点
1. Talk abut imperatives.
2. Cmpare cuntable t uncuntable nuns.
教学难点
1. Hw t use imperatives.
2. Hw t describe the instructins t make the fd.
课前预习
Preview the new wrds and phrases.
教学方法
Situatinal apprach; Listening and speaking apprach;
Cmmunicative apprach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up
1. Let students have a brain strm—What cuntable/uncuntable nuns have we learned?
2. Let students retell hw t make ppcrn r plant a tree.
1. Ss have a brain strm— What cuntable/uncuntable nuns have we learned?
2. Ss shw the instructins hw t make ppcrn r plant a tree.
通过复习可数名词与不可数名词以及复述制作爆米花或栽树步骤, 回顾上节课内容, 引入本节课节奏。
Step 2
Befre
listening
(1a—1b)
1. Let students read the wrds in the picture. Ask them t pay mre attentin t cuntable/uncuntable nuns.
2. After reading the wrds, let students shw what they like.
3. Let Ss read the cnversatins in 1b.
4. Let Ss make similar cnversatins.
5. Ask students t make cnversatins with he/she/…
1. Students read the wrds and finish the passage.
2. Tw grups f students shw what kind f sandwich they like.
3. Ss read the cnversatins in 1b.
4. Ss make similar cnversatins.
学生重新回顾可数名词与不可数名词; 通过介绍自己喜欢的三明治, 进行语篇练习和对话。
Step 3
Listening
(1c—1d)
1. Ask students t lk at the picture in 1a and listen t the recrder.
2. Play the recrder twice r three times t make students listen clearly.
1. Students listen t the recrder and circle the wrds they hear.
2. Listen carefully and write the ingredients in the rder they hear.
通过听力活动, 学生回顾知识点。
教学环节
教师活动
学生活动
备课札记
Step 4
Oral Practice
(1e)
1. Let Ss retell the instructins in 1d.
2. Let students tell their partner hw t make his/her favrite sandwich.
3. Ask several grups t shw their cnversatins.
1. Ss retell the instructins in 1d.
2. Students tell their partner hw t make his/her favrite sandwich.
3. Students shw their cnversatins.
通过复述、作对话等活动, 学生们练习语言知识的综合使用。
Step 5
Summarize
1. Guide the students t summarize hw t describe their favrite sandwiches.
2. Guide the students t summarize hw t make their favrite sandwiches.
3. Guide the students t summarize hw t use first, next, then, finally.
Summarize hw t describe their favrite sandwiches, hw t use first, next, then, finally.
培养学生探究、归纳总结能力。
Step 6
Cnslidatin
教师设置巩固检测练习:
Ⅰ. 短语翻译
1. 两片面包_______
2. 一勺黄油_______
3. 两个西红柿_______
4. 三片生菜_______
5. 五个三明治_______
答案:1. tw pieces f bread
2. a spn f butter 3. tw tmates 4. three pieces f lettuce 5. five sandwiches
Ⅱ. 完成句子
1. 你喜欢三明治里面加入生菜吗?
_________ yu _________lettuce in a sandwich?
2. 请把黄油放在面包上。
Please _________sme butter _________a piece f bread.
3. 你需要多少黄油?
_________ _________butter d yu _________?
4. 他喜欢带黄油的三明治。
He ________ __________with butter.
5. 她的妹妹不喜欢西红柿三明治。
Her sister ______ ______
sandwiches with tmates.
答案:1. D; like 2. put; n
3. Hw much; need 4. likes sandwiches 5. desn’t like
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 7
Hmewrk
1. Write a shrt passage abut what kind f sandwich they like.
2. Write a cnversatin t shw the instructins f make their favrite sandwich.
教学环节
教师活动
学生活动
备课札记
板书设计
Sectin B (1a—1e)
1. New wrds:sandwich, butter, turkey, lettuce, piece
2. Structures:
①—D yu like lettuce in a sandwich?
—Yes, I d. / N, I dn’t.
②—Des he/she like lettuce in a sandwich?
—Yes, he/she des. / N, he/she desn’t.
教学反思
在本节课的教学活动设计, 头脑风暴为1a进行铺垫, 设置的学习任务循序渐进, 学生的主体作用得到充分发挥。这些活动引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
课 题
Unit 8 Hw d yu make a banana milk shake?
课时
第四课时Sectin B (2a—Self Check)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
Thanksgiving, traditinal, autumn, traveler, England, celebrate, mix, pepper, fill, ven, plate, cver, gravy, serve, temperature
2. 掌握以下句型:
①It is always n the furth Thursday in Nvember.
②It is time t give thanks fr the fd in the autumn.
③Next, fill the turkey with this bread mix.
④Finally, cut the turkey int thin pieces and eat the meat with vegetables like carrts and ptates.
能力目标
1. 复习如何制作火鸡宴, 以及其他学生们熟悉的传统食物的制作过程。
2. 能够综合运用所学的知识以及根据所给的提示词来完成阅读填空的任务。
3. 能够综合运用所学的知识来学习写作自己所熟悉的食物的制作过程以及所需的原料。
4. 通过完成Self check中的练习题来全面复习hw much和hw many的用法。
情感目标
1. 在活动中渗透中西方餐饮文化, 了解西餐的制作方法。在语言的运用中感受中西方饮食文化的不同。
2. 通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。
教学重点
1. Cmplete a passage with what we have learned.
2. Write dwn hw t make a familiar fd.
教学难点
1. Hw t use imperatives.
2. Hw t describe the instructins t make the turkey dinner.
课前预习
Preview the new wrds and phrases.
教学方法
Situatinal apprach; Listening and speaking apprach;
Cmmunicative apprach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up
Let students retell hw t make a sandwich r make a fruit salad.
Retell hw t make a sandwich r make a fruit salad.
通过复述制作三明治或沙拉的步骤, 回顾上节课内容, 引入本节课节奏。
Step 2
Befre
reading
(2a)
1. Ask students t shw sme traditinal fd and hw t make it.
2. Ask students t talk abut the Thanksgiving Day.
1. Students discuss in grups and shw sme traditinal fd and hw t make it.
2. Students talk abut the Thanksgiving Day in grups and shw what they knw abut it.
火鸡是感恩节的传统食物, 学生讨论火鸡宴, 为阅读做好铺垫。
Step 3
Reading
(2b)
1. Prvide sme infrmatin abut the Thanksgiving Day.
2. Ask students t lk at the pictures in 2b and listen t the recrder.
3. Play the recrder twice r three times t make students listen clearly.
4. Explain sme difficulties.
1. Students listen t the recrder and number the pictures.
2. Students try t retell the instructins t make a turkey dinner.
背景知识讲解会让学生对火鸡宴更加了解; 复述帮助学生巩固所学知识。
Step 4
Practice
(2c—2d)
1. Let Ss read the article again and answer the questins.
The answers:
①In America.
②On the furth Thursday in Nvember.
③T give thanks fr fd in the autumn.
④By having a big dinner with their family at hme.
⑤The turkey.
2. Let students read the instructins in 2d.
1. Ss read the article and answer the questins.
2. One student answer ne questin.
3. Students read the instructins in 2d, and then put them in right rder. They can read the article when they are nt sure.
通过多种形式, 让学生对短文进行阅读。
Step 5
Practice
(2e—4)
1. Ask students t talk abut the mst special day in China with the questins in 2e.
2. Let students talk abut their favrite fd and hw t make it.
3. Hw t make Yunnan Rice ndles? Let students read the passage in 3a and fill in blanks with the wrds in the bx.
4. Let students talk abut a favrite fd in their twn.
1. Students talk abut the mst special day in China with the questins in 2e.
2. Students talk abut their favrite fd and hw t make it.
3. Students read the passage in 3a and fill in blanks with the wrds in the bx.
4. Students talk abut a favrite fd in their twn and make a list f ingredients. Then write a recipe.
5. Students draw pictures t shw the instructins.
培养学生探究、归纳总结能力。
Step 6
Practice
(Self Check)
Ask students t d exercises in Self Check.
1. Number the instructins fr making tmat and egg sup in the crrect rder in Self Check 1. Then cmplete the instructins with the wrds in the bx.
2. Write questins and answers using the wrds in brackets.
通过Self Check进行检测。
Step 7
Summarize
1. Summarize hw t describe hw t make the fd.
2. Summarize the traditinal fd.
教学环节
教师活动
学生活动
备课札记
Step 8
Cnslidatin
教师设置巩固检测练习:
完成句子
1. 该关上搅拌机了。
_________ _________ _________turn ff the blender.
2. 最后把火鸡切成薄片。
Finally, _________the turkey _________thin pieces.
3. 妈妈把袋子里装满了苹果。
Mm _________the bag _________apples.
4. 在特殊节日里会有一些传统的食物。
There are sme ______ _____n special festival.
5. 她的妹妹正学习如何弹好钢琴。
Her sister is learning ____ ____ ____the pian well.
答案:1. It’s time t 2. cut; int
3. filled; with 4. special fd
5. hw t play
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Hmewrk
Write a shrt passage abut hw t make a traditinal fd.
板书设计
Sectin B (2a—Self Check)
1. New wrds:Thanksgiving, traditinal, autumn, traveler, England, celebrate, mix, pepper, fill, ven, plate, cver, gravy, serve, temperature
2. Structures:
①It is always n the furth Thursday in Nvember.
②It is time t give thanks fr the fd in the autumn.
③Next, fill the turkey with this bread mix.
④Finally, cut the turkey int thin pieces and eat the meat with vegetables like carrts and ptates.
教学反思
在本节课的教学活动设计, 设置的学习任务循序渐进, 学生的主体作用得到充分发挥。这些活动引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。