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Unit 8 第4课时 Section B (2a-2e)(教学设计)-八年级英语上册同步备课系列（人教新目标Go For It!）
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这是一份Unit 8 第4课时 Section B (2a-2e)(教学设计)-八年级英语上册同步备课系列（人教新目标Go For It!），共5页。
Unit 8 How do you make a banana milk shake?Section B 2a-2e 单元Unit 8课时第4课时教学目标语言知识：掌握本课时出现的生词句型及表达方式。能熟练表达中国传统节日及食品。能够综合运用目标语言说明自己所熟悉的食物的制作过程以及所需的原料。学习能力：了解美国的感恩节以及感恩节的传统食物—火鸡及制作方法。阅读短文，获得相关信息，提高学生们的综合阅读能力。文化意识：通过学习美国特定节日的传统食物，能够联想中国节日及家乡的风味小吃，激发对家乡的热爱之情；体验中西方饮食文化的差异。思维品质：通过学习，学会有序处理问题，进一步培养思维逻辑。教学重难点掌握本课时出现的生词及表达方式。阅读短文，获得相关信息，提高学生们的综合阅读能力。阅读2b部分的短文并完成相关任务。教学工具IWB, PPT教学方法快速阅读法；任务型阅读法；小组合作学习教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1.Greeting.2. Brain Storm. T says: What traditional Chinese festival do you know? What western festival do you know? let’s watch a video to learn more about it.3. T plays a video, makes Ss know the origin of Thanksgiving Day.趣味问答。选中的同学大声说出自己的看法。知晓感恩节的由来。通过视频和趣味问答导入本课时主题—节日。鼓励学生积极讨论，激发学生学习兴趣。Step 2Pre-readingGo through 2a. T let Ss discuss the following question with partner: What kind of traditional food do people eat on special holidays in China?Brain Storm. T leads Ss to think about：What else do you know about traditional food? Predict. T lets Ss look at the title, sub-title and the picture. Then asks Ss to answer the following questions: What kind of food do they make? On which special day do people eat it?被选中的学生大胆说出看法。完成2a任务单.预测，带着问题，跟着老师节奏进入阅读环节。通过抛出问题，鼓励学生说出传统节日。激发学生阅读的兴趣，进一步活动课堂气氛。Step 3While- readingT leads Ss to scan the article，then answer the question：What is the main idea of each part??Careful-reading. T lets Ss read paragraphs 1 and answer the following questions: Where do people celebrate Thanksgiving?When do people celebrate it?Why do people celebrate it?How do people celebrate it?What is the main dish of Thanksgiving?T checks the answers with class.Go through 2a. T asks Ss to read the article and number the pictures [1-5].T checks the answers with class.T asks Ss to read paragraph 2 again and complete the mind map: How to make Turkey?T leads Ss to retell paragraph 2 with the help of mind-map. Go through 2c.T lets Ss read the read the sentences and make sure they know the meanings of all the sentences. Then Ss read the passage again and try to answer the questions. T checks the answers with class.学生快速浏览文章，找出每段大意。学生先读问题，然后仔细阅读Para.1， 被点名的学生大声说出答案。学生阅读Para.2.找出答案。完成2b.再读第二段，完成思维导图。学生试着复述第二段内容。先读2c问题，然后再读文章完成2c任务单。通过快速阅读，掌握段落主旨大意。 带着问题细读文章1,2,段，目的性更强，通过回答问题帮助掌握文章内容。而思维导图有助于学生更好地理解文章意义。充分理解2c问题，重点阅读有关信息，在原文中找与之相关的段落或句子，填写出正确的答案。 Step 4Post-readingT asks Ss to close the book and leads to retell the passage.Go through 2d. T says: Now let’s read the short passage in 2d. It’s the instructions for making a turkey dinner written in different way. Put them in order. Write First, Next, Then and finally in the blanks. Go through 2e. T leads Ss to focus on the pictures in 2e. Then talk about. T gives an example for Ss.跟着老师复述文章大意。仔细阅读2d内容，完成排序。讨论2e活动中的中国传统节日。了解中西方饮食文化差别。激发对传统节日的热爱之情。Step 5Language Points ExplanationT explains some knowledge points.将知识点做好笔记。将本节重点汇总，系统讲解和分析，结合典例，帮助学生学习知识点。Step6ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容， 利用将思维导图给学生进行有序的梳理。Step 8HomeworkWrite a short passage about your favorite festival in China and the traditional food people eat on that day. 记下家庭作业。巩固课堂效果。板书设计：New wordsKey sentences traditional，autumn，traveler，England，celebrate，mix，pepper，fill，plate，cover，serve，temperature on special holidays，fill…with…，cover…with…，cut…into pieces，one by one，make sth. hot，mix sth. together，cut up，put…into…1．Here is one way to make turkey for a Thanksgiving dinner.2．Cut the turk ey into thin pieces.3．It's a time to give thanks for food in the autumn.4．Finally，serve it to your friends with some vegetables.5．In Yunnan，many people eat rice noodles for breakfast，and even for lunch and dinner.教学反思：“阅读最终是为写作服务的”。设计该阅读课时，从greeting, lead-in ,pre-reading, while-reading到post-reading的各个环节中充分考虑到学生的综合能力培养。课堂导入为词汇教学做准备，词汇教学为阅读做准备，阅读教学为写作做准备。环环相扣以达到最终目标一一提升学生的写作能力。该课时在快读、细读及细节理解上有优势，力求让学生既能完整地理解课文，也能就细节知识进行挖掘和推理。通过图片形式的视觉教学，提升学生的好奇心。在阅读中提问可以提高学生参与课堂的积极性。通过文章的学习和课堂练习，帮助学生掌握本课的关键词、短语和句型，进一步培养学生的综合阅读能力。
Unit 8 How do you make a banana milk shake?Section B 2a-2e 单元Unit 8课时第4课时教学目标语言知识：掌握本课时出现的生词句型及表达方式。能熟练表达中国传统节日及食品。能够综合运用目标语言说明自己所熟悉的食物的制作过程以及所需的原料。学习能力：了解美国的感恩节以及感恩节的传统食物—火鸡及制作方法。阅读短文，获得相关信息，提高学生们的综合阅读能力。文化意识：通过学习美国特定节日的传统食物，能够联想中国节日及家乡的风味小吃，激发对家乡的热爱之情；体验中西方饮食文化的差异。思维品质：通过学习，学会有序处理问题，进一步培养思维逻辑。教学重难点掌握本课时出现的生词及表达方式。阅读短文，获得相关信息，提高学生们的综合阅读能力。阅读2b部分的短文并完成相关任务。教学工具IWB, PPT教学方法快速阅读法；任务型阅读法；小组合作学习教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1.Greeting.2. Brain Storm. T says: What traditional Chinese festival do you know? What western festival do you know? let’s watch a video to learn more about it.3. T plays a video, makes Ss know the origin of Thanksgiving Day.趣味问答。选中的同学大声说出自己的看法。知晓感恩节的由来。通过视频和趣味问答导入本课时主题—节日。鼓励学生积极讨论，激发学生学习兴趣。Step 2Pre-readingGo through 2a. T let Ss discuss the following question with partner: What kind of traditional food do people eat on special holidays in China?Brain Storm. T leads Ss to think about：What else do you know about traditional food? Predict. T lets Ss look at the title, sub-title and the picture. Then asks Ss to answer the following questions: What kind of food do they make? On which special day do people eat it?被选中的学生大胆说出看法。完成2a任务单.预测，带着问题，跟着老师节奏进入阅读环节。通过抛出问题，鼓励学生说出传统节日。激发学生阅读的兴趣，进一步活动课堂气氛。Step 3While- readingT leads Ss to scan the article，then answer the question：What is the main idea of each part??Careful-reading. T lets Ss read paragraphs 1 and answer the following questions: Where do people celebrate Thanksgiving?When do people celebrate it?Why do people celebrate it?How do people celebrate it?What is the main dish of Thanksgiving?T checks the answers with class.Go through 2a. T asks Ss to read the article and number the pictures [1-5].T checks the answers with class.T asks Ss to read paragraph 2 again and complete the mind map: How to make Turkey?T leads Ss to retell paragraph 2 with the help of mind-map. Go through 2c.T lets Ss read the read the sentences and make sure they know the meanings of all the sentences. Then Ss read the passage again and try to answer the questions. T checks the answers with class.学生快速浏览文章，找出每段大意。学生先读问题，然后仔细阅读Para.1， 被点名的学生大声说出答案。学生阅读Para.2.找出答案。完成2b.再读第二段，完成思维导图。学生试着复述第二段内容。先读2c问题，然后再读文章完成2c任务单。通过快速阅读，掌握段落主旨大意。 带着问题细读文章1,2,段，目的性更强，通过回答问题帮助掌握文章内容。而思维导图有助于学生更好地理解文章意义。充分理解2c问题，重点阅读有关信息，在原文中找与之相关的段落或句子，填写出正确的答案。 Step 4Post-readingT asks Ss to close the book and leads to retell the passage.Go through 2d. T says: Now let’s read the short passage in 2d. It’s the instructions for making a turkey dinner written in different way. Put them in order. Write First, Next, Then and finally in the blanks. Go through 2e. T leads Ss to focus on the pictures in 2e. Then talk about. T gives an example for Ss.跟着老师复述文章大意。仔细阅读2d内容，完成排序。讨论2e活动中的中国传统节日。了解中西方饮食文化差别。激发对传统节日的热爱之情。Step 5Language Points ExplanationT explains some knowledge points.将知识点做好笔记。将本节重点汇总，系统讲解和分析，结合典例，帮助学生学习知识点。Step6ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容， 利用将思维导图给学生进行有序的梳理。Step 8HomeworkWrite a short passage about your favorite festival in China and the traditional food people eat on that day. 记下家庭作业。巩固课堂效果。板书设计：New wordsKey sentences traditional，autumn，traveler，England，celebrate，mix，pepper，fill，plate，cover，serve，temperature on special holidays，fill…with…，cover…with…，cut…into pieces，one by one，make sth. hot，mix sth. together，cut up，put…into…1．Here is one way to make turkey for a Thanksgiving dinner.2．Cut the turk ey into thin pieces.3．It's a time to give thanks for food in the autumn.4．Finally，serve it to your friends with some vegetables.5．In Yunnan，many people eat rice noodles for breakfast，and even for lunch and dinner.教学反思：“阅读最终是为写作服务的”。设计该阅读课时，从greeting, lead-in ,pre-reading, while-reading到post-reading的各个环节中充分考虑到学生的综合能力培养。课堂导入为词汇教学做准备，词汇教学为阅读做准备，阅读教学为写作做准备。环环相扣以达到最终目标一一提升学生的写作能力。该课时在快读、细读及细节理解上有优势，力求让学生既能完整地理解课文，也能就细节知识进行挖掘和推理。通过图片形式的视觉教学，提升学生的好奇心。在阅读中提问可以提高学生参与课堂的积极性。通过文章的学习和课堂练习，帮助学生掌握本课的关键词、短语和句型，进一步培养学生的综合阅读能力。
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