英语Section B教学设计及反思

这是一份英语Section B教学设计及反思，共7页。
Unit 8 How do you make a banana milk shake? Section B 1a-1e（人教2011课标版初中英语八年级上册）一、  学情分析本班学生热爱生活、相处融洽。他们学习途径单一，主要靠课内教材开展学习，课外英语知识较少，很喜欢老师为他们组织英语歌曲小组赛、迎新派对、双语读物阅读分享会等课外活动；在课堂上他们喜欢整齐划一的学习活动，不注重思考与语言的综合运用；学习自主性较差，较依赖教师的学习指导和管理，对于开放性、综合性的活动需充分的前期准备。针对以上情况，教师在实施本课之前必须充分指导学习准备，包括实践活动的分组、组员分工、活动程序讲解等。 二、  教材分析（一）本单元教材概况本单元属于《新目标英语》八年级上册第8单元，话题为cooking；功能包括describing a process与following instructions；词汇主要是该话题相关的名词（可数、不可数）及少量动词；句式以祈使句见多；整个单元的内容编排与任务型教学非常契合，各个课时的任务见下表：SectionPeriodScopeTasksA1st1a-2dMaking a banana milk shake
Making Russian soup2ndGrammar Focus 3a-3cMaking popcornB1st1a-1eMaking a sandwich2nd2a-2eReading about a turkey dinner
Talking about traditional food for special days.3rd3a-4 Self CheckMaking Yunnan rice noodles
Writing recipes for your favourite food.（二）本课教材特点本课教学内容少、难度低，教师应根据实际教学所需整合单元教学整合，加大教学容量，设计融语言、文化、思维为一体的课堂活动。教材处理的主要措施见下表：内容特点处理方式词汇词汇量少、类型单一（食材类名词为主）。加深对词汇内涵的理解；为学生提供分类词表，为后面课时的任务拓展丰富词汇，如食材、工具、烹饪方法等。语篇本课含三则对话，1c, 1d的对话为主要语篇，具有口语化、内容简单的特点，食物制作方法、顺序及量的表达较为宽泛。把1c改写成一段简洁、逻辑性强、条理清晰的话语，用于演示性活动的独白，为稍后课时独立拟写完整的食谱做铺垫。帮助学生区分演示性独白和闲聊式的对话之功能差异。课型听说课。重点在听说技能的培养，主要任务是在课堂上合作完成三明治的制作和展示；难点是活动现场的动态管理。 三、  教学目标（一）语言能力
1. 在听说中熟练运用以下词汇：
sandwich [ˈsændwɪtʃ] n. 三明治
butter[bʌtə] n. 黄油
turkey [ˈtɜ:ki] n. 火鸡
lettuce[ˈletɪs] n. 莴苣，生菜
Imperatives, how many, how much questions, adverbs of sequence and uncountable nouns.2. 能够使用简洁、清晰的语言讲解步骤。（二）文化意识
1. 了解西方饮食文化，增强跨文化意识，拓展国交际视野；
2. 弘扬中国传统文化，坚定文化自信。（三）思维品质
1. 学会表达顺序；
2. 学会使用分类词表；
3. 在实践性学习活动中发展创新思维能力。（四）学习能力
1. 在教师营造的信息化教学环境下，学会使用、收集、共享、共创资源，增强资源意识；2. 学会使用Wikipedia、《牛津英语高阶双解词典》、讲义等提高学习效率，拓宽学习渠道；3. 与同伴分工合作，在实践性活动中促进有效学习和发展。 四、设计思路“以美食会友”是本课的设计主线，包括American food—Chinese food—Home cooking三个主要部分。为使本教学设计整体感更强，教师借“美国朋友Evan的美食分享”为线索来安排这三部分的教学活动。具体如下：PartCluesActivities1美国朋友Evan向本班学生介绍American food。通过Making a sandwich了解西方饮食文化。2Evan向本班学生了解Chinese food。通过A Contest on Chaoshan food展示中国美食文化的内涵。3师生计划邀请Evan到本班教室参加Food Festival。布置学生回家学习传统美食的制作，为本单元结束后的Food Festival做好准备。本课的课件设计上也有几个特点：突出教学活动的结构，过渡良好，采用大量图片促进听说训练、提高教学效率，电子相册、潮汕美食知识竞赛题、学生自制视频都属于原创作品。本课的学生讲义设计综合考虑了课前预备、课堂活动辅助、课后拓展任务，力求设计得实用、科学。本课的课后任务是一项拓展性、实践性活动——美食节，其方案可操性强。 五、板书设计Unit 8 How do you make a banana milk shake?
Section A, 1a-1eFor demonstration:To make a ... sandwich, we need ... Here are the steps. First, ... Next, ... Then, ... Finally, ...That’s all. Thank you.For free talk:What do you like in your sandwich?
How does it look? What should I do next?Can I use your ...?Please pass me ...     (Screen)  Words:sandwich [ˈsændwɪtʃ] n.
butter[bʌtə] n.
turkey [ˈtɜ:ki] n.
lettuce[ˈletɪs] n. Listening:FirstNextThenFinally        六、教学过程Part 1 Making a SandwichStep 1 Lead-in ( 2 minutes)Teacher plays a piece of music before the class get in and then shows a digital album about American food.
T: Good morning, class. Unit 8 is all about food and I know you love it. Do you remember my American friend Evan? He enjoys eating, too. Come and meet him.
(Evan’s words: Hello, I’m Evan. You’re interested in American food? I’ve made a photo album for you. Come and have a look. ).While the photo album is on, Teacher guides students to name the food and drinks.
T: What’s this? Is this a drink? Is it a dessert? (Ask while playing the album.)【设计意图】电子相册Evan’ s favourite foods and drinks所展示的食物、饮品是七年级上册以来所学的美国饮食词汇：hamburger, sandwich, hot dog, pancake, salad, coffee, orange, milk shake, chocolate, ice-cream。相册兼有导入话题、复习词汇、激趣等作用。在播放的过程中，教师采取free talk的方式和学生一起回顾这些词汇。 Step 2  Revision ( 3 minutes)Teacher shows two of the students’ self-made video clips.
T: You love American food, so last week we made fruit salad and a banana milk shake. Let’s share two of the best self-made videos.Students recall the process of making a banana milk shake and making a fruit salad.
T: Who is this? It’s awesome. She speaks good English and makes a nice video. 【设计意图】Section A第二课时的作业是：学生完成两个美食制作任务之一，请家长用手机拍摄，有条件的可用相关软件进行后期制作，加插字幕、表情、背景音乐等。该环节的两个视频是全班60个作品精选出来的优秀作品，即用于复习也有助衔接本课的新任务。教师和继续采用free talk的方式与全班同学简单交流对视频作品的评价， Step 3 Presentation ( 5 minutes)Students read out the definition of “sandwich”: Two slices of bread, often spread with butter, with a layer of meat, cheese, ect. between them.
T: Today, we’re going to make sandwiches here, in class. Do you it’s great? Let’s learn the word.
T: I have 4 questions for you. Question 1, What is a sandwich? Did you check your dictionary? Read out what the dictionary says. Teacher shows some pictures about sandwiches, so as to help students have a concrete idea about sandwiches.
T: Question 2: What does a sandwich look like? Are these all sandwiches?Students talk about the ingredients of a sandwich.
T: Question 3: What’s in a sandwich? Did you search the Internet?
S1: Bread, meat, vegetable, relish.
T: Right. But what meat?
S2: Chicken, beef, pork, lunch meat.
T: What vegetable?
S3: Lettuce, onion, tomato.
T: What relish?
S4: Butter, cheese, peanut butter, salad dressing.Students talk about the kinds of sandwiches with Teacher’s help.
T: Question 4: What kinds of sandwiches do we have? Beef sandwiches, …
C: Chicken sandwiches …Teacher teaches the new words through groups of pictures.【设计意图】本环节中，教师通过4个相关问题层层深入sandwiches的内涵，并主用通过图解教授本课词汇。这4个问题的组织简单清晰、单词呈现方式直观易懂，其中融合了使用工具书、课前查找资料、分类学习词汇等学习策略，渗透文化意识的培养。在听和说方面以教师提问个别学生为主，引导学生说出弯针的句子。 Sept 4 Practice ( 10 minutes)Students listen to 1c.
T: Let’s learn how to make a sandwich by listening. Listen to 1c and try to get the main idea. Answer these questions: What kind of sandwich are they making?
S1: They are making a cheese sandwich.
T: Good. So they need cheese. Do you need butter, too?
S2: Yes, they do.
T: What are the 3 vegetables?
S3: Lettuce, tomato and onion.Students listen to 1d and fill in this form:FirstNextThenFinallybutter________________________________________________________T: Let’s listen to it again. This time, pay attention to the steps and fill in these blanks with ingredients. Who would like to do it on the board?
T: Let’s check the answers.Boys and girls work together to read the conversation.
T: Open your books and practice reading the conversation with your partner. Do you understand “on top”, “not quite”?
C: Yes.
T: Boys take the part of “Boy”, while girls take the part of “girl”. Let’s read together.Teacher gives a very useful example of a demonstration speech.
T: The conversation is between 2 people. If you talk to a group of people, do you talk like this?
C: No.
T: No. You should have better logic. You have a beginning and an ending. In the main part, you should tell things step by step clearly.
T: Here is an example: Let me show you …To make a …, we need …, Here are the steps. First, ... Next, ... Then, ... Finally, ... That’s all. Thank you!.Students practice with the outline and pictures. Then the whole class can try together.
T: Please practice by yourself for a while.
T: The whole class do it together.Students practice with the pictures and gestures. This time, they take turns to practice with their partners. Then 2 students will be asked to do it alone, before the class.
T: This time, we don’t have key sentences, but only pictures. One more requirement is, you should use gestures. Gestures help you memorize things and help you express your ideas better.
T: Who would like to demonstrate?【设计意图】这个环节是本课的主要听说训练所在。对于听中活动，第一个任务是泛听，了解材料的大致意思；第二个任务则是精听，听填对话的主要信息。在听后活动中，教师把主材料的对话改写成简洁清晰的独白，突出文字的连贯性、逻辑性、条理性，体现创新思维方法的在外语学习中的培养。学生在本环节中的说包括：两人朗读课文、全班分角色朗读课文、个人及全班练习用提示词和图片背一段独白、同桌用图片和动作互相练习背独白、个人展示背诵独白，说的训练形式多样化，训练量充足。 Step 5 Application （10 minutes）All the groups get ready to make a sandwich.
T: Shall we really start to make sandwiches? Now check your tools and ingredients. Then how about your recipe?
T: One more requirement: When you make sandwiches, don’t forget to speak English. We can have free talks like this: What do you like in your sandwich? How does it look? What should I do next? Can I use your ...? Please pass me ...Students set the table and begin to make sandwiches. Teacher moves around the classroom and talks to them. All group leaders put their sandwiches on the display counter.
T: Time is up. Now group leaders bring the sandwiches here, on the counter.
T: Wow, They really look tasty, so I feel so hungry ……Teacher draws lots and chooses two students to present their sandwiches.
S: This is our sandwich. This is the recipe. To make a …
T: Wow, that’s perfect. I love it!【设计意图】制作三明治是本课的高潮部分。在实践过程，学生学会分工合作、锻炼沟通能力。教师在教室四处巡视，这个过程中如果发现学生使用中文，应耐心鼓励他们多说英语。并主动和学生用英语交谈，欣赏学生的实践和合作，尊重他们的参与和劳动。 Part 2: A contest on Chaoshan food knowledgeStep 6 Application (6 minutes)Teacher organizes a contest on Chaoshan food knowledge.
T: Now you learn to make a sandwich. Don’t forget Evan. Listen to him.
(Evan: Can you help me know more about Chinese food, too?)
T: He wants to know more about Chinese food. Let’s have a contest to see which group can help Evan most.Talk about some vocabulary about Chaoshan food, using the students’ worksheets.
T: There are many useful things in the students’ worksheet. Learn as much as you can after school, OK?【设计意图】围绕约20种潮汕代表性美食， 教师设计了若干竞答题并按难度排列，内容涵盖美食有趣的中文名、英文译名、烹饪方法、味道、口感、外观、食材搭配、营养价值、酱料等等，突显我国传统美食的丰富内涵。 Part 3: Learning to make more foodStep 7 Summary (1 minute)Teacher gives a summery about the students efforts and progress in learning.T: I’m sure you can all help Evan because you work together so well. Look at us and listen to us.
(Evan: Wow, your students are wonderful.
Teacher: Of course.
Evan: I wish I could try all the food.
Teache: OK. Welcome to our class.)【设计意图】教师总结学生学习表现，突出表现性评价及发展性评价。 Step 8 Assignment (2 minutes)Teacher announces the plan for the Food Festival.
T: Shall we have a food festival next week? We can invite Evan to our classroom and eat.
Learn to make a dish.
Bring it to the class.
Enjoy all the dishes.
Vote for “My favourite dish”.【设计意图】美食会的设计说明：由学生向父母学习制作一种美食，用中英双语写食谱，并把美食、食谱带来教室。教室被临时布置成自主餐厅，学生品尝美食之后各自投票评选“My favourite dish”。 七、教学反思（一）教学设计的反思把本课定位成一节具有实践特色的听说课，本人认为很有意义，它突出了学生实践能力、创造性、合作精神的培养，是一次独特的学习体验。整节课的线索清晰，主体making a sandwich很突出。本课资源创作和运用的设想较合理，如：学生自制视频、电子相册、课件的整体设计都有效地服务本节课的学习目标。设计上还配套了学生讲义，用于课前预习与课堂口头练习，课后学习材料则包括语言知识的运用、本话题的补充词汇、美食节的准备等。不足之处是making a sandwich环节前的语言示范有点松散，本人应该向学生示范一两例生动、直观的对话。必须承认在一节课中落实演示性独白和闲聊式对话是一个理想化的安排，这会使实际操作很有难度。（二）教学实施的反思本课整体教学效果良好，保持较为轻快的节奏，气氛较轻松愉快。学生在making a sandwich 中活动热情很高，合作、分工效果好，这得益于课前环境布置、学生用品准备和方法指导到位。本班第一次尝试小组围桌的座位布置，这一做法便于开展小组活动，但它对其它课堂环节的贡献太低，相反，学生表现得挺不自在。他们不敢扭转身体，有的背对老师或发言的同学，或者不能很好地看到板书。由于学生难以控制自己的视线，其注意力就容易分散。另一遗憾是A Contest on Chaoshan food knowledge环节中，因为发现学生对问题的反映较慢，故临时减少题量，适当缩短时间。究其原因，本班学生虽大多数在汕头长大，但不少家庭为多元文化背景，对本土文化中的美食知识了解不够，因此本人所设计的知识竞赛题不太切合实际而无法按计划实施。