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Unit 8 第1课时 Section A (1a-2d)(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1课时 Section A (1a-2d)(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6页。
Unit 8 How do you make a banana milk shake? Section A 1a-2d 单元Unit8课时第一课时教学 目标语言知识： 能听懂和描述制作香蕉奶昔的步骤； 能描述罗宋汤的制作过程； 能准确使用how many 和how much句型。 学习能力： 掌握食品制作的相关名词并能区分可数与不可数； 正确使用First，Next，Then等序列词； 会正确使用祈使句及动词短语。 文化意识： 建立青少年的家务劳动意识； 认知不同的饮食文化。 思维品质： 学会有序处理问题，培养思维逻辑。教学 重难点学习询问和描述食物的制作过程。 能正确理解和运用祈使句。教学 工具 IWB, PPT教学 方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图Step 1 Lead-in Greeting Give some pictures of fruit and let Ss talk about: What’s your favorite fruit? Give some pictures of drink and let Ss talk about: What’s your favorite drink? T asks: Do you like milk shake? Can you make a banana milk shake? Then plays a video and reminds Ss to watch carefully. T asks: What ingredients and tools do we need to make a banana milk shake? Then shows Ss what we need to make banana milk shake. Brain Storm. T shows some pictures and leads Ss to talk about:How do you make a banana milk shake? 回答喜爱的水果和饮料。大胆说出自己的爱好。 认真观看香蕉奶昔的制作视频。 说出视频中用到的材料和工具。 通过课前师生问答互动环节引入新课的话题。活跃课堂气氛。 视频详细生动，激发学生的兴趣。 通过头脑风暴，进一步引发学生学习兴趣。Step 2 Pre-listening T shows the pictures to Ss, and makes Ss know the process of making milk shake. T may write down the key words on the blackboard: first, next, then, …finally… T asks Ss to choose the correct words. Ss should fill in the blanks on their own. T remind Ss to focus on the pictures. Asks Ss to describe each action and repeat.看课本图片，进一步知晓香蕉奶昔的制作过程。 独立完成1a. 仔细观看图片，大声读出动作指令。通过图片观察，获取香蕉奶昔制作过程的信息。 熟悉对动作指令，为下一步听力做好词汇准备。Step 3 While-listening T points out the actions in the picture and the list of actions in activity 1b. Play the recording and check the answers. Ask Ss to listen again and fill in the blanks. T asks Ss to try their best to retell the steps of make a banana milk shake. Then summary: 回答某人做某事的过程、方式, 如果程序较长, 可以用first, next, then, finally等说明步骤。 Go through 1c, T lets Ss read the model. Then asks Ss to practice with partner using the information in 1b T shows he picture in Activity 2a to leads Ss to predict: 1. What can you see in the picture? 2. What are the girls going to do? T plays a video and reminds Ss to watch carefully. Then reminds Ss to tink about: What ingredients do we need to make fruit salad? What tools do we need to make fruit salad? T asks Ss to focus on the picture in Activity 2a and helps Ss to learn the countable nouns and uncountable nouns. Then tells Ss the difference between “How many” and ‘how much”. T plays the recording and asks Ss to listen and complete the chart in Activity 2a. Then plays again to check the answers. T shows some pictures and asks Ss to classify. Go through 2b, T lets Ss read the chart below. Tell Ss that they should write the ingredient under the correct amount in the chart. Plays the recording. T helps Ss learn: 不可数名词表示确切数量时，用“数词+表示量的名词(单/复数)+ of +不可数名词”结构， 如three bottles of yogurt。 T lets Ss listen again and repeat.领取1b任务单。听录音，完成任务并检查答案。 听录音，完成表格填空。 尽量复述出香蕉奶昔的制作过程 。 练习1c对话。 跟着老师进行2a活动预测。 看视频，在老师的引领下说出制作水果沙拉所需要的材料和工具。 学会区分可数名词和不可数名词。并知晓How many ，how much的用法区别。 听录音并完成2a任务单。进一步区分可数名词和不可数的提问。 区分可数名词和不可数名词。 听第二遍，完成2b任务单 学会不可数名词的量的表达。 听第三遍，并跟读。听前预测，听中获取关键信息。帮助学生有针对性地去听。 听中获取关键信息，完成听力目标。 进一步掌握“first, next, then, finally”序列词的用法。 预测2a听力内容。 掌握可数名词和不可数名词的区分。 培养学生听中提取关键信息的能力。并结合例子加深体会。 Step 4 Post-listening T makes Ss try their best to tell how do we make fruit salad? T helps Ss learn: How to descript a process. Go through 2c, T tell Ss to ask and answer questions about how to make fruit salad. T shows Ss the picture of Russian soup and introduce the background of Russian soup to Ss. Asks Ss to read the conversation and finish the chart. Asks Ss to read the conversation again and answer questions. 学生根据2b内容口语输出。 学习序列词用法。 练习对话。 知晓罗宋汤的文化历史。 根据2d对话填表。并回答问题。 进一步掌握 How many ，how much用法 进一步掌握食品制作的过程语句表达。Step 5 Language Points Explanation T explains knowledge points. 将知识点 做好笔记。将本课重点汇总系统的进行讲解和分析，结合典例，帮助学生形成语言体系。Step6 ExercisesT 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和目标语言，让教师把握学情。Step 7 SummarySummarize 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 8 Homework1.Review what you have learned today. 2. Cook a dish for your parents.记录作业。提高学生运用目标语言的能力。板书设计： New wordsKey sentencesshake, milk shake, blender, turn on, peel, pour, yogurt, honey, watermelon, spoon, pot, add, finally, salt. turn on，milk shake， pour…into…，cut up，one more thing， another ten minutes.1.─How do you make a banana milk shake? ─First, peel the bananas… 2. ─How many bananas do we need? ─We need three bananas. 3. ─How much yogurt do we need? ─We need one cup of yogurt. 教学反思： 本单元的主题是“食品制作”。学生对制作香蕉奶昔及水果沙拉等食物制作表达出极大的兴趣，能在课堂准确使用目标语中的祈使句，表达动作指令，并且对可数名词和不可数名词有了一定程度的了解。通过2c和2d对话练习，多练习目标语言，巩固词汇和句型。
Unit 8 How do you make a banana milk shake? Section A 1a-2d 单元Unit8课时第一课时教学 目标语言知识： 能听懂和描述制作香蕉奶昔的步骤； 能描述罗宋汤的制作过程； 能准确使用how many 和how much句型。 学习能力： 掌握食品制作的相关名词并能区分可数与不可数； 正确使用First，Next，Then等序列词； 会正确使用祈使句及动词短语。 文化意识： 建立青少年的家务劳动意识； 认知不同的饮食文化。 思维品质： 学会有序处理问题，培养思维逻辑。教学 重难点学习询问和描述食物的制作过程。 能正确理解和运用祈使句。教学 工具 IWB, PPT教学 方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图Step 1 Lead-in Greeting Give some pictures of fruit and let Ss talk about: What’s your favorite fruit? Give some pictures of drink and let Ss talk about: What’s your favorite drink? T asks: Do you like milk shake? Can you make a banana milk shake? Then plays a video and reminds Ss to watch carefully. T asks: What ingredients and tools do we need to make a banana milk shake? Then shows Ss what we need to make banana milk shake. Brain Storm. T shows some pictures and leads Ss to talk about:How do you make a banana milk shake? 回答喜爱的水果和饮料。大胆说出自己的爱好。 认真观看香蕉奶昔的制作视频。 说出视频中用到的材料和工具。 通过课前师生问答互动环节引入新课的话题。活跃课堂气氛。 视频详细生动，激发学生的兴趣。 通过头脑风暴，进一步引发学生学习兴趣。Step 2 Pre-listening T shows the pictures to Ss, and makes Ss know the process of making milk shake. T may write down the key words on the blackboard: first, next, then, …finally… T asks Ss to choose the correct words. Ss should fill in the blanks on their own. T remind Ss to focus on the pictures. Asks Ss to describe each action and repeat.看课本图片，进一步知晓香蕉奶昔的制作过程。 独立完成1a. 仔细观看图片，大声读出动作指令。通过图片观察，获取香蕉奶昔制作过程的信息。 熟悉对动作指令，为下一步听力做好词汇准备。Step 3 While-listening T points out the actions in the picture and the list of actions in activity 1b. Play the recording and check the answers. Ask Ss to listen again and fill in the blanks. T asks Ss to try their best to retell the steps of make a banana milk shake. Then summary: 回答某人做某事的过程、方式, 如果程序较长, 可以用first, next, then, finally等说明步骤。 Go through 1c, T lets Ss read the model. Then asks Ss to practice with partner using the information in 1b T shows he picture in Activity 2a to leads Ss to predict: 1. What can you see in the picture? 2. What are the girls going to do? T plays a video and reminds Ss to watch carefully. Then reminds Ss to tink about: What ingredients do we need to make fruit salad? What tools do we need to make fruit salad? T asks Ss to focus on the picture in Activity 2a and helps Ss to learn the countable nouns and uncountable nouns. Then tells Ss the difference between “How many” and ‘how much”. T plays the recording and asks Ss to listen and complete the chart in Activity 2a. Then plays again to check the answers. T shows some pictures and asks Ss to classify. Go through 2b, T lets Ss read the chart below. Tell Ss that they should write the ingredient under the correct amount in the chart. Plays the recording. T helps Ss learn: 不可数名词表示确切数量时，用“数词+表示量的名词(单/复数)+ of +不可数名词”结构， 如three bottles of yogurt。 T lets Ss listen again and repeat.领取1b任务单。听录音，完成任务并检查答案。 听录音，完成表格填空。 尽量复述出香蕉奶昔的制作过程 。 练习1c对话。 跟着老师进行2a活动预测。 看视频，在老师的引领下说出制作水果沙拉所需要的材料和工具。 学会区分可数名词和不可数名词。并知晓How many ，how much的用法区别。 听录音并完成2a任务单。进一步区分可数名词和不可数的提问。 区分可数名词和不可数名词。 听第二遍，完成2b任务单 学会不可数名词的量的表达。 听第三遍，并跟读。听前预测，听中获取关键信息。帮助学生有针对性地去听。 听中获取关键信息，完成听力目标。 进一步掌握“first, next, then, finally”序列词的用法。 预测2a听力内容。 掌握可数名词和不可数名词的区分。 培养学生听中提取关键信息的能力。并结合例子加深体会。 Step 4 Post-listening T makes Ss try their best to tell how do we make fruit salad? T helps Ss learn: How to descript a process. Go through 2c, T tell Ss to ask and answer questions about how to make fruit salad. T shows Ss the picture of Russian soup and introduce the background of Russian soup to Ss. Asks Ss to read the conversation and finish the chart. Asks Ss to read the conversation again and answer questions. 学生根据2b内容口语输出。 学习序列词用法。 练习对话。 知晓罗宋汤的文化历史。 根据2d对话填表。并回答问题。 进一步掌握 How many ，how much用法 进一步掌握食品制作的过程语句表达。Step 5 Language Points Explanation T explains knowledge points. 将知识点 做好笔记。将本课重点汇总系统的进行讲解和分析，结合典例，帮助学生形成语言体系。Step6 ExercisesT 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和目标语言，让教师把握学情。Step 7 SummarySummarize 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 8 Homework1.Review what you have learned today. 2. Cook a dish for your parents.记录作业。提高学生运用目标语言的能力。板书设计： New wordsKey sentencesshake, milk shake, blender, turn on, peel, pour, yogurt, honey, watermelon, spoon, pot, add, finally, salt. turn on，milk shake， pour…into…，cut up，one more thing， another ten minutes.1.─How do you make a banana milk shake? ─First, peel the bananas… 2. ─How many bananas do we need? ─We need three bananas. 3. ─How much yogurt do we need? ─We need one cup of yogurt. 教学反思： 本单元的主题是“食品制作”。学生对制作香蕉奶昔及水果沙拉等食物制作表达出极大的兴趣，能在课堂准确使用目标语中的祈使句，表达动作指令，并且对可数名词和不可数名词有了一定程度的了解。通过2c和2d对话练习，多练习目标语言，巩固词汇和句型。
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