英语八年级上册Section B教案

Unit 8  How do you make a banana milk shake?

               The Fourth Period Section B ( 2b–2d)

Teaching aims（教学目标）

1. 了解美国感恩节的由来。
 2. 学习表述感恩节大餐火鸡的制作并掌握相关词汇。
    3. 能以书面形式流畅写出火鸡的制作流程。
 

Language points（语言点）

1．要求掌握以下词汇：

1) 名词 n. turkey, traveler, Thanksgiving, autumn, pepper, oven, plate， gravy, temperature
2) 动词 v. mix, celebrate, fill, cover, serve
3) 形容词 adj. special, traditional ,main           
4) 词组 give thanks for, mix together, put in, cover with cut into ，eat with, serve to , main dish, at a very high temperature.
（本节课的生词较多，教师要注意带读并通过各种形式让学生多操练。）

2. 要求掌握以下句式： In most countries, people usually eat traditional food on special holidays.
                  … and is a time to give thanks for food in the autumn.

                  ... celebrate this idea of giving thanks by having a big meal …
                  Here is one way to make turkey for a Thanksgiving dinner.
                  Serve it to your friends with some vegetables.

Difficulties（难点）：以书面形式流畅写出火鸡的制作流程

Teaching steps（教学步骤）

1. Warm-up and revision（课堂热身和复习）

T: What ingredients are there in this sandwich?

How do you make a turkey sandwich?

（先通过单词，再通过分解，然后整体流程，最后小组形式回顾，有效地帮助学生复习了前

面的学习内容，同时为引出后面的教学环节做了铺垫）

2. A Short Story（通过三明治的故事激发学生的兴趣同时培养了学生上下文阅读的能力）

T: Sandwiches are popular around the world, but do you know where they came from?
  Sandwich was an English p_____. He lived in England about two hundred years a___. Sandwich had a lot of m_____. He was very rich. But the man liked p_____ cards.He often played all day and all night and had no time to e____dinner. One day he played for 24 hours and felt very h_____. He asked his servant to b___ him some meat and bread. He didn’t stop playing w___ he ate. So he put the meat b_______ two pieces of bread . In this way ,he could k____ playing cards. People liked his idea and called the food “sandwich”.  

  （教师通过有效设计，让学生自己探索，发现信息，激发了学习兴趣。）

3. Before reading

T: Do you like turkey sandwiches?

  Do you like to eat turkey ?

  In America, people sometimes eat turkey. When do they eat it?

S: On Thanksgiving Day. It is a special day!

（让学生带着问题去skim能够培养学生在阅读过程中抓关键信息的能力。）

4. While reading

(1) More skimming

T: Read and find more information about Thanksgiving

（以图表的形式，清晰地帮助学生抓住what, which, when, why, how的角度去理解文章内容,是种阅读策略的渗透）

（2）scanning

T: Work on 2c.  Read the article again and write down the answers to each question.

Where do people celebrate Thanksgiving?
When do people celebrate it?
Why do people celebrate it?
How do people celebrate it now?
What is the main dish of the Thanksgiving meal?

（3） Read and match

T: Work on 2b.  Read the article and number the pictures [1-5].

Here is one way to make turkey for Thanksgiving dinner.

    First, mix together some bread pieces, onions, salt and pepper.

    Next, fill the turkey with this bread mix.

    Then, put the turkey in a hot oven and cook it for a few hours.

    When it is ready, place the turkey on a large plate and cover it with gravy.

Finally, cut the turkey into thin pieces and eat the meat with vegetables like carrots and

potatoes.

（通过图片的提示，帮助学生获取和巩固关键信息，降低学习难度，帮助学生建立学习信心）。

（4）Pairwork

A: How do you make a turkey dinner?

B: First …

     Next …

     Then …

     And …

     After that …

     Finally (At last)…

（教师给出cut into,mix, fill, put…int…cook, place cover, eat with关键性引领词，帮助学生重组语言信息，强化了学生的训练得到巩固效果。）

（5）Fill in the blanks

First, ___ together some_____ ______, _______, _______ and ________.

Next, ____ the turkey____ this bread_____.

Then, ____ the turkey____ a hot oven and cook it  for _ ___ hours.

____ it is ready, _____the turkey on a large______ and ____ it with ______.

____, cut the _____ into thin _______ and eat the _____ with vegetables _____ carrots and _________.

（通过以上教学活动分解了阅读难度，突出了重点词汇，同时给学生操练和展示的平台

5. Post reading

(1) Work on 2d.  Here are the instructions for making a turkey dinner written in a different way.

Put them in order. Write First, Next, Then and Finally.  

（以另一种角度帮助学生灵活运用语言，活化了知识。）

(2) Find the different one

T: Do you know which one is quite different from others?

（教师通过此环节的设计，意在帮助学生开拓思维，同时也可以适当带读，帮助学生巩固重点和难点单词）

(3) Difficulties

（此处略）

(4) Exercise

T: Retell the article with the help of these phrases

（先通过小组合作方式梳理重点语言点，然后根据整理的信息进行文本信息的还原，体现了语言巩固的科学性，并为后面的写作输出做了准备和铺垫。）

(5) Writing

T: Rewrite the article in your own words.

Title: __________________

Beginning: Do you know about Thanksgiving?

The first part: about Thanksgiving

    Thanksgiving is a special day in the United States.

                      When: ________________________________________________

                      Why: _________________________________________________

                      How: _________________________________________________

The second part: about making a turkey dinner

        Making a turkey dinner is a must on Thanksgiving.

             Ingredients:_________________________________________________

             Steps:_____________________________________________________

Ending: Make a final statement about Thanksgiving and the turkey dinner. Do you have anything else to say?

（活动的设计最后是为了写作输出服务，通过之前充分的练习，为学生的输出提供了可能，同时又对学生有了新的要求。活动设计源于阅读，同时又高于阅读）

6. Homework

Oral:  大声朗读Thanksgiving in the United States这篇文章。

Written: 查找中国的特殊节日的传统食物并。
             写下其配方和做法。

（根据学生程度进行口语和书面作业的布置，同时结合了课堂内容，并拓展深化了主题并为下堂课的内容做了铺垫。）