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

课 题

Unit8 How do you make a banana milk shake?

科 目

教学对象

主备教师

课 时

课 型

英 语

八年级

Period5

写作课

一、教材内容分析

本单元是人教版Go For It八年级上册Unit8 how do you make a banana milk shake? 本单元以食物制作为话题展开学习与讨论。本节课是本单元的第五课时，以“三明治及自己喜爱的其他食物的制作”为话题展开讨论与学习。要求学生不仅能用口头表达的形式也能以书面形式正确描述食品制作步骤，所需材料及用量；能准确地使用祈使句；能正确地运用表示顺序的副词。通过食品制作，不仅达到培养学生的实际生活能力，了解生活知识，增长生活阅历，培养实践操作能力和动手能力也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。通过本课的学习进一步培养学生的跨文化意识和综合语言运用能力。

二、学情分析

本班学生虽然没有尖子生，以中等生及中等偏下学生为主力军，差生比例占全班比例在70%以上，但作为八年级的学生，他们对祈使句，可数名词和不可数名词，以及表示步骤的副词都有所了解围绕食品制作这个话题巩固以前所学知识，学生既能产生学习兴趣又会感到简单易学。因此当前要下大力气培养尖子生，树立榜样作用。重视中游学生，调动他们的积极性，不仅教会他们知识，更要提高他们的能力。带动下游学生，减少差生，善于发现他们身上的闪光点，予以表扬，增强其自信心，鼓励他们在原有的基础上不断进步。

三、教学目标（知识，技能，情感态度，价值观）

1. 知识目标

A. 词汇：watermelon, shake, pour---into, cut up, put---in, wash, yogurt, need, one by one, in half, at the top of，first---Next---Then---Finally---,how to make sth.

B. 祈使句: Put some butter on the sandwich.

2. 能力目标

A. 学会制作三明治或其他自己喜爱的食物。

B. 要求学生不仅能用口头表达的形式也能以书面形式正确描述食品制作步骤，所需材料及用量；

C.能准确地使用祈使句；

D.能正确地运用表示顺序的副词。

3. 情感目标

通过实践，培养学生的实际操作能力，调动学生的情感态度、兴趣等非智力因素，让学生学会制作更多的健康食品并且学会享受和珍惜与家人，朋友一起制作和分享食物的美好时光。

四、教学重难点

1.教学重点：

A.动词词组及描述过程的顺序词；

B.能恰当地使用祈使句表达食物的制作过程。

2.教学难点

A.能以书面形式正确描述食品制作步骤，所需材料及用量；

B.突破从口头表达到书面表达的能力。

五、教学环境及资源准备

多媒体，投影仪等

六、教学过程

教学环节

教师活动

学生活动

设计意图

Step1 Warming up

Ask: Today, more and more people like to make food by themselves. They make cakes, salad, hamburgers, pizza and so on. Why do more and more people like to make food by themselves? And what food can you make?

Answer the two questions freely.

Answers will be varied. Q1: Because they think it’s safe and fresh.

Because it’s interesting to speed time with friends and family.

Q2: I can make salad.

I can make dumplings.

谈论近年来人们喜欢自己DIY各种美食，关注食品安全，让学生能较快地进入到英语的语言环境中，引出教学内容，引起学生兴趣，使课堂教学更有效地实施。

Step2 Lead-in

Ask: Do you remember how to make the banana milk shake? And what we need?

Answer the questions and express how to make the banana milk shake according to the pictures.

采用兴趣型教学策略，多媒体呈现图片, 让学生回顾并制作香蕉奶昔的过程，用口头表达的形式输出已学知识，激发学生探索的动机和愿望。既检查学生的对所学知识的掌握程度，又培养学生自我学习的能力也培养了学生的发散思维能力，以旧引新，为新课内容作铺垫，强化本课重点。

Step3 Watch and learn

Play the video about how to make a sandwich. And give the students two tasks. Task1: What we need when we make the sandwich?

Task2: How to make it?

Watch the video and after that finish two tasks.

Task1:  answer the question according to the blank.

Task2: Express the processes about how to make the sandwich according to the pictures with the words “first, next, then, after that, then , finally”.

采用多媒体教学，通过观看三明治制作的视频，达到口头表达的目的，强化口头表达的效果，让学生能流利地说出制作三明治的过程及所需材料，为下一步写作输出做铺垫，输入相关的知识和技能。

Step4 Let’s try it!

(Group work)

Ask: Now, do you know how to make it? Do you want to try to make it? Of course, you can make other food you like.

Give the students four tasks.

Task1: What’s your job?

A cook: To make the food and tell us how to make it.

 A writer: To write down the processes about how to make the food

Task2: Make a list of what we need.

Task3: Write an article about how to make the food.

How To Make ______

   Can you make____________? Let me tell you how to make it. Before you make it, you should know what we need. We need_____________________________. Then we start to make it.

    First,_______________________.Next,___________________.Then,_______________. After that,_______________________.Then,___________.Finally,_______________________. The _____________ is Ok! Enjoy it!

Task4: Make a poster about the food, including the article, the list of the ingredients and amount, the picture of the food and other things.

Answer the questions. And finish the four tasks.

Task1: Make a clear division of labor and work together.

Task2: Finish the list of ingredients and amount.

Task3: The cook makes the food and tells us how to make it.

The writers finish the article.

How To Make _______

   Can you make___? Let me tell you how to make it. Before you make it, you should know what we need. We need____________

_______________. Then we start to make it.

    First,____________________________.Next,________________________________.Then,______________________________. After that,_______________Then,_________________________.Finally,___________________. The _____________ is Ok! Enjoy it!

Task4: Make a poster about the food together.

鼓励学生亲自动手制作自己喜爱的食品，明确分工，清楚自己的职责，做好充分准备，克服困难，团结协作，在团队中不断进步，不断成长，体会团队精神，体验团队生活，并从中得到快乐。

Step5 Let’s make it!

Give the lists and the papers of the article to each group. And ask the students some questions freely while they are making the food. For example, What are you doing? What do we need? How to make it?

Finish the four tasks! The cooks make the food and tell others how to make it.

The writers finish the list of the ingredients and amount and finish the article about how to make it. Finally, make a poster about the food together.

让学生亲手制作自己喜爱的食品，精诚合作，进一步强化食品制作过程与步骤，让学生能真正灵活运用所学内容，对所学知识更深层次的拓展和升华，在整体感知的基础上对重点内容进行深入探究、操练，进而升华，达到自如运用所学语言的目的，攻破本课的难点，达到书面表达的目的。

Step6 Let’s show it!

Ask the students to show their food and the posters in the front of the classroom one group one student.

Evaluate the food, the articles and the posters.

Each group one student shows their food and the poster and tells us what we need and how to make it and the other students listen carefully and evaluate them together.

让学生展示团队作品，不仅是为了检测每个团队的合作效果，更是检测学生的掌握情况及达标情况，也是为了锻炼学生的胆量，培养他们的自信心。

Step6 Let’s share and enjoy it!

Ask the students to share and enjoy their food together and play an English song “The More We Get Together”.

Share and enjoy their food together. And enjoy the time we get together.

让学生一起分享食物，引导学生学会彼此分享和珍惜彼此之间的美好友谊。

Step7 Summary

Show the students a sandwich which a student gave it to me and ask the students to tell us how to make it together.

Look at the sandwich and say out how to make the sandwich together.

总结本节课的重点，加深和强化所学知识，达到学与自用，把英语生活化，实际化。

Step8 Homework

Give the students their homework: make some food with your parents or friends at home and write an article about it. To enjoy the time together

Get the homework.

鼓励学生多做家务，也为学生与其父母创造美好的亲子时光。让学生感受亲情，体验劳动的辛酸，从而更加感恩父母，感恩他人，感恩社会。

七、教学评价设计

How To Make ___________

   Can you make____________? Let me tell you how to make it. Before you make it, you should know what we need. We need____________________________________________________________. Then we start to make it.

    First,_______________________________________. Next,____________________________________________________________________Then,____________________________________________. After that,_________________________________________________________________________Then,_________________________________________Finally,_________________________________ The _____________ is Ok! Enjoy it!

八、教学反思

本节课是以“三明治及自己喜爱的其他食物的制作”为话题展开讨论与学习。要求学生不仅能用口头表达的形式也能以书面形式正确描述食品制作步骤，所需材料及用量；能准确地使用祈使句；能正确地运用表示顺序的副词。通过食品制作，不仅达到培养学生的实际生活能力，了解生活知识，增长生活阅历，培养实践操作能力和动手能力也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。通过本课的学习进一步培养学生的跨文化意识和综合语言运用能力。通过对说的训练，大量输入有关食品制作的知识及技能，并通过亲自体验食品制作加深食品制作过程的了解，最终达到书面表达的目的，但由于学生英语口语表达能力比较薄弱，所以口头表达还没能达到自如表达的理想效果。在以后的教学中务必加强对学生口语训练，不断提高他们的口头表达能力。