初中英语人教新目标 (Go for it) 版八年级上册Section A教学设计

这是一份初中英语人教新目标 (Go for it) 版八年级上册Section A教学设计，共4页。

Teaching aims（教学目标）
1. 熟练掌握可数名词和不可数名词和Hw much/ Hw many引导的特殊疑问句。 2. 熟练使用“First, Then, Next, After that， Finally”学会表述三明治的过程并表达自己对食物的喜好。
3. 激发学生对于食物制作的兴趣并开发他们的创意。
4. 引导学生关心了解身边人的饮食喜好，促进交流与合作意识。
Language pints（语言点）
1．要求掌握以下词汇：
1) 名词n. cheese，butter, tmat, turkey, nin, slice, cndiments, piece
2) 代词adv. anther
3) 副词 adv. finally
4) 词组 cut up, add t, n tp, put n, a piece f, what abut
（本节课的生词较前面两个课时多，所以在呈现的时候采用了直接导入的方式强化学生对于关键词的掌握，并适当拓展了部分相关生词）
2. 要求掌握以下句式：Hw d yu make a cheese sandwich?
D yu like lettuce in a sandwich?
Hw much butter?
First, ... Then, ... Next, ... After that Finally, ...
What else?.
Difficulties（难点）：够选择恰当的动词描述制作一种家庭食品的过程并做进行连续性的描述。
根据自己的喜好，充分发挥想象，有序的制作特有的sandwiches,提高自己的交际能力。
Teaching steps（教学步骤）
1. Warm-up and revisin（课堂热身和复习）
Hw d yu make a pizza?
T: D yu like t eat pizza? What d yu need if yu want t make it? And hw d yu make it? Wrk in grups and shw us what yu knw.
S: First, mix up flur (面粉), butter and milk t make a crust (面包皮).
Next, put pizza sauce (调味汁) n the crust.
Next, cut up peppers (辣椒), sausage (香肠) and mushrms, and put them n the pizza.
Then, add sme cheese t the pizza.
Finally, put the pizza in the ven (烤箱).
（通过食物的导入，直接提高了学生的兴趣，同学培养了学生小组合作的团队意识。）
2. Presentatin（呈现和sandwich 有关的新词的图片和单词）
T: Nw, let’s lk at sme pictures. Can yu tell me what it is/they are?
（单刀直入让学生根据图片说单词，既节约了导入的时间，又给了学生更多巩固掌握词语的练习机会）
T：What can we make with these?
（教师把出现过的图片和词进行复现，自然引出本课时的关键词sandwich）

3. Wrk n 1a
T: I am ging t make my favrite sandwich. What’s in it?
S:…
T: Hw abut yur favrite sandwich? What's in it? Finish 1a in yur bk.
(教师引导学生从说过渡到写，同时又为后面的语言交流做好准备)
4. Wrk n 1b
T: Ask and answer questins with a partner. Find ut what he/she likes in a sandwich.
S: A: D yu like lettuce in a sandwich?
B: Yes, I d.
A: D yu like tmates?
B: N, I dn't.
T: Make a survey and give a reprt.
S: In ur grup, _______ likes/dislikes____ in a sandwich.
...
_____ and ______ bth like/dislike___ in sandwiches.
And we all like/dislike_______ in sandwiches.
（从对话到小组调查到报告，教师铺设了平台给学生大量操练的机会，让学生在做中学，同时自然地引导学生关心身边人，并有意识地把获得的信息进行整合，提高了学生的表达能力的锻炼。
5. Wrk n 1c
T: Lk at the picture in 1a. Listen and circle the wrds yu hear.
(教师放录音，在2a的基础上，此任务简单，教师可以在放完一遍录音以后就订正答案)
6. Wrk n 1d
T: Listen again. Write the ingredients in the rder yu hear them.
（和前面不同，此处的听力练习，需要学生有更多的整理能力，有必要的话放两遍）
T: Read the dialgue and finish the recipe.
S: Girl: Hw d yu make a cheese sandwich? By: Well, first put sme butter n a piece f bread.
Girl: Hw much butter? By: Oh ,abut ne spn.
Girl: OK, what else? By: Next, cut up sme tmates.
Girl: Hw many tmates? By: Well, maybe ne is enugh. Put the tmat n the
sandwich. Next, cut up an nin.
Girl: Sunds gd. What abut the cheese? By: Next, put sme cheese n the sandich.
Girl: Hw much cheese? By: Nt t much, but yu can put mre if yu like.
Girl: OK. Is that all? By:Nt quite. Then, put sme lettuce n the cheese.
Girl: Sunds delicius! By: Finally, put anther piece f bread n tp.
Girl: Great!
（课文文本信息的有效使用，有利于学生提高阅读和理解能力，所以听力材料的整编很有必要）
T: Finish the chart.
Ingredients:
（教师对文本信息的合理处理，可以有效帮助学生改变机械地从文本中寻找答案的习惯，而慢慢养成思考着阅读文本并形成相应输出能力的习惯。）
T: Nw, let’s try t fill in the blanks, please.
Let's make acheese sandwich
We need ______________ f bread. As fr vegetables, we need an_____, ne_______ and
sme ________. Of curse, _____________ butter is necessary. Oh, dn't frget the
__________, yu can put mre if yu like.
Let's make it nw!
First, ____ the butter ______a piece f bread. Next, _______ the tmat and the nin. ______, put them n the sandwich. After _____ , ____sme cheese _____ the sandwich._______, put sme lettuce n the cheese and put _______ piece f bread________.
Nw, it's time t _______ it!
（此处，对于听力文本的再次整编，既是前面的自然产出，更有利于学生完整掌握关键的语言信息，并为学生下个环节的语言输出做了良好的铺垫）
7. Wrk n 1e
T: Tell yur partner hw t make yur favrite sandwich.
S: A: First, put sme butter n a piece f bread.
B: Hw much butter?
A: Abut ne spn.
...
8. Further practice
T: The Super Chicken Sandwich in KFC is delicius. Hw t make it?
Try t describe the instructins.
（给学生机会，实现从机械操练到意义操练）
S: …
T: Crazy sandwich wanted!
Sandwiches are very ppular fd. S we want t design (设计) a new kind f crazy sandwich. The persn wh has the greatest riginality (创意) can enjy sandwiches fee fr a year!
The Crazy Restarant

Discuss in grups hw t design a Crazy Sandwich
Here are sme useful expressins:
Hw much butter/salt/pepper/etc.?
Hw many tmates?
Abut a teaspn …
What else?
Sunds delicius!
Hw d yu make a … sandwich?
First, Next, Then, After that, Finally, …
Nw, it is time fr pairwrk.
One student describes the sandwich, the ther student draws the sandwich n the blackbard.
(此处知识的延伸得到发展，学生加强了小组合作，也给了学生机会发挥他们的创意。)
9.Hmewrk
Oral: 回家向家人描述你所喜欢的三明治并说明其是如何制作出来的。
Written: 了解一款hamburger的ingredients以及其制作过程并写下来。
（根据学生程度进行口语和书面作业的布置，同时促使学生进一步地交流并能理论联系实际。）
Name
Likes/dislikes
First
Next
Then
Finally
butter