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Unit 8 第3课时 Section B (1a-1e)(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3课时 Section B (1a-1e)(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。
Unit8 How do you make a banana milk shake? Section B (1a－1e) 单元Unit8课时第三课时教学 目标语言知识： 能听懂和谈论有关制作三明治过程的话题； 能综合运用祈使句及表示序列的词来进行对话。 学习能力： 通过听说训练，学会关于制作三明治的常用词汇和句型； 准确使用祈使句及表示序列的词。 文化意识： 了解中西方不同的饮食文化； 通过学习食物制作过程, 让学生认识到劳动成果来之不易,不能浪费食物。 思维品质： 学会有序处理问题，培养思维逻辑。教学 重难点进行听说训练，提高综合听说能力。 掌握本课时出现的生词及表达方式。 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. New words learning. T has Ss see some pictures and asks: Do you know these? Brain Storm. T shows some pictures and asks question: What’s your favorite food? Do you like Sandwiches? T says: Do you know the origin of sandwiches? Then plays a video. T asks: What do people often put in a sandwich? Then makes Ss have a discussion. 看图片，趣味学习的食物名词。 头脑风暴，说说最爱的食物。 看视频。 讨论三明治里有什么？ 利用丰富的图片和有趣的视频导入，，激发学生谈论食物---三明治的话题，点燃课堂气氛。Step 2 Pre-listening Go through 1a. T can present new words on the big screen. T asks Ss to talk about the ingredients they like in the sandwich. T may let 3 or 4 students give the answers. Finish 1a. Work on 1b. T lets Ss ask and answer in pairs: S1: Do you like lettuce in a sandwich? S2: Yes, I do. S1: Do you like tomatoes? S2: No, I don’t. What about you? S1: … 学生说出自己喜欢的三明材料.完成1a。 和同伴讨论:他/她最喜欢三明治里放什么？。 通过1a活动，掌握有关三明治的材料。 通过对1b活动探讨，拓展三明治的词汇。为听力活动做好准备。 Step 3 While-listening T lets Ss look at the picture in 1a, guides Ss to use picture clues. T plays the recording and asks Ss to listen to the conversation. then circle the words just heard. T checks the answers with the Ss. Go through 1d. T says: Now please read the sequence words in 1d. Then plays the recording again and asks Ss to listen carefully. Have Ss remember the ingredients in the order they hear and try to write them. T may let 1 or 2 students give the answers. Then checks the answers with the class. T says: Listen again and write the amount you make sandwich need, such as How many/much _____ do you need? Ss try to fill in the blanks on their own. T plays the recording again. asks Ss to follow. 听录音，抓取前期预备的关键词，完成1c任务单。验证答案。 先读1d序列词，再听录音，注意材料名词，完成1d表格。 再听录音，注意数量词汇，完成表格填空。 再听录音，跟读并完成对话。 听前熟悉词汇， 听中获取关键信息。 通过听录音完成表格的活动，培养学生听中提取关键信息的能力。 Step 4 Post-listening T asks Ss to close the book and try to retell the conversation. Work on 1e. T asks Ss to talk about how to make a sandwich. T may give guided pictures. T leads to summarizes how to make a sandwich? Focus on the ingredients and sequence words.合上书本复述对话。 讨论完成1e。 总结制作三明治的材料和序列词。通过听中获取的信息，完成report. 通过对话，进一步掌握本课时目标句型。 通过总结，让学生进一步掌握本课时目标语言。Step 5 Language Points ExplanationT explains knowledge points. 将知识点 做好笔记。将本节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，便于教师把握学情。Step 7 SummarySummarize the key content in this lesson.跟随老师进行内容总结。总结本课所学内容， 利用将思维导图。Step 8 Homework1. Make a recipe of your favorite sandwich. 2. Preview the passage “Thanksgiving in North America” on Section B (2a-2e).记下家庭作业。提高学生在生活实际中运用目标语言的能力。板书设计： New wordsKey sentencessandwich，butter，turkey，lettuce，piece a piece of bread，put…on…—Do you like lettuce in a sandwich? —Yes，I do./No，I don't.教学反思： 任务型教学法的采用强化了学生对文本的理解; 以学生为本，构建有效的对话情境，引导学生自主合作；突出语言的语用功能，通过学科整合进行拓展，让学生学以致用，提升了学生的综合语言运用能力。不同形式的朗读及角色扮演，训练了学生使用正确的语音、语调。
Unit8 How do you make a banana milk shake? Section B (1a－1e) 单元Unit8课时第三课时教学 目标语言知识： 能听懂和谈论有关制作三明治过程的话题； 能综合运用祈使句及表示序列的词来进行对话。 学习能力： 通过听说训练，学会关于制作三明治的常用词汇和句型； 准确使用祈使句及表示序列的词。 文化意识： 了解中西方不同的饮食文化； 通过学习食物制作过程, 让学生认识到劳动成果来之不易,不能浪费食物。 思维品质： 学会有序处理问题，培养思维逻辑。教学 重难点进行听说训练，提高综合听说能力。 掌握本课时出现的生词及表达方式。 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. New words learning. T has Ss see some pictures and asks: Do you know these? Brain Storm. T shows some pictures and asks question: What’s your favorite food? Do you like Sandwiches? T says: Do you know the origin of sandwiches? Then plays a video. T asks: What do people often put in a sandwich? Then makes Ss have a discussion. 看图片，趣味学习的食物名词。 头脑风暴，说说最爱的食物。 看视频。 讨论三明治里有什么？ 利用丰富的图片和有趣的视频导入，，激发学生谈论食物---三明治的话题，点燃课堂气氛。Step 2 Pre-listening Go through 1a. T can present new words on the big screen. T asks Ss to talk about the ingredients they like in the sandwich. T may let 3 or 4 students give the answers. Finish 1a. Work on 1b. T lets Ss ask and answer in pairs: S1: Do you like lettuce in a sandwich? S2: Yes, I do. S1: Do you like tomatoes? S2: No, I don’t. What about you? S1: … 学生说出自己喜欢的三明材料.完成1a。 和同伴讨论:他/她最喜欢三明治里放什么？。 通过1a活动，掌握有关三明治的材料。 通过对1b活动探讨，拓展三明治的词汇。为听力活动做好准备。 Step 3 While-listening T lets Ss look at the picture in 1a, guides Ss to use picture clues. T plays the recording and asks Ss to listen to the conversation. then circle the words just heard. T checks the answers with the Ss. Go through 1d. T says: Now please read the sequence words in 1d. Then plays the recording again and asks Ss to listen carefully. Have Ss remember the ingredients in the order they hear and try to write them. T may let 1 or 2 students give the answers. Then checks the answers with the class. T says: Listen again and write the amount you make sandwich need, such as How many/much _____ do you need? Ss try to fill in the blanks on their own. T plays the recording again. asks Ss to follow. 听录音，抓取前期预备的关键词，完成1c任务单。验证答案。 先读1d序列词，再听录音，注意材料名词，完成1d表格。 再听录音，注意数量词汇，完成表格填空。 再听录音，跟读并完成对话。 听前熟悉词汇， 听中获取关键信息。 通过听录音完成表格的活动，培养学生听中提取关键信息的能力。 Step 4 Post-listening T asks Ss to close the book and try to retell the conversation. Work on 1e. T asks Ss to talk about how to make a sandwich. T may give guided pictures. T leads to summarizes how to make a sandwich? Focus on the ingredients and sequence words.合上书本复述对话。 讨论完成1e。 总结制作三明治的材料和序列词。通过听中获取的信息，完成report. 通过对话，进一步掌握本课时目标句型。 通过总结，让学生进一步掌握本课时目标语言。Step 5 Language Points ExplanationT explains knowledge points. 将知识点 做好笔记。将本节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，便于教师把握学情。Step 7 SummarySummarize the key content in this lesson.跟随老师进行内容总结。总结本课所学内容， 利用将思维导图。Step 8 Homework1. Make a recipe of your favorite sandwich. 2. Preview the passage “Thanksgiving in North America” on Section B (2a-2e).记下家庭作业。提高学生在生活实际中运用目标语言的能力。板书设计： New wordsKey sentencessandwich，butter，turkey，lettuce，piece a piece of bread，put…on…—Do you like lettuce in a sandwich? —Yes，I do./No，I don't.教学反思： 任务型教学法的采用强化了学生对文本的理解; 以学生为本，构建有效的对话情境，引导学生自主合作；突出语言的语用功能，通过学科整合进行拓展，让学生学以致用，提升了学生的综合语言运用能力。不同形式的朗读及角色扮演，训练了学生使用正确的语音、语调。
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