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视频课题：人教版新目标八年级上册Unit 8 How do you make a banana milk shake Period2 SectionA 2d-3c
教学设计、课堂实录及教案：人教版新目标八年级上册Unit 8 How do you make a banana milk shake Period2 SectionA 2d-3c
Teaching Plan of Unit8
How do you make a banana milk shake? Period2 SectionA 2d-3c
I. Teaching Aims and Demands 1. knowledge Objects
Key vocabulary: ①nouns: yogurt, watermelon, honey, spoon, ingredient, pot, salt, sugar,
cheese
②verbs: drink, peel, pour, put, add, need, cook ③linking words: first, then, next, after that, finally
④phrases: turn on, cut up, add to, put into, pour into, forget…to…,
cook…for…, one more thing
Target language: I want to make…for…. How many…do we need? How much…do we need?
First….Then….Next….After that….Finally…. 2. Ability Objects ①Enable students further master the special questions of “how many” and “how much”. ②Enable students understand the listening material making food, and help them describe the steps of making food clearly.
3. Emotion Objects
By completing the task, the students broaden their horizon in western cultures and increase interest in this subject.
II. Teaching Key and Difficult Points
Key Points: vocabulary, target language and grammar of countable nouns and uncountable nouns.
Difficult Points:①differences between countable nouns and uncountable nouns., and can use them accurately.
②describe the steps of making steps clearly.
III. Teaching Methods
Task-based Method, communicative Approach and Total Situational Action
IV. Teaching Aids
Multimedia, video, poster for menu
V. Teaching Procedures Step1 Greeting Step2 Warming-up
1. Let students watch a short video.
2. Introduce the two persons “Remy” and “Linguini” to students. Tell students Remy is a special chef. He’s a rat. In the following activities, I’ll let students to learn, to make and to enjoy dishes in their restaurant named ratatouille. Step3 Activity1 (2d)
1. Show students a picture, and lead them to answer the name of it. And tell them this is the first dish from Remy and his partner.
2. Let students read the conversation of 2d together. (Most students may have no idea of making this soup.)
3. After reading, ask them “What do we need according to the conversation?” This step is to help students learn the ingredients for Russian soup.
4. Get rid of the linking words in the conversation, and let students fill in the blanks to help them understand how many steps are there for making this soup.
5. Further ask “What are the steps?” Let students complete the conversation. First, offer them 3 minutes to remember. Then students read out the answers. Finally, read in groups. 6. Invite students to role-play the conversation. Step4 Activity2 (Grammar Focus)
1. T: The first dish has been finished. I’ve ordered several other dishes for you. But we know that Linguini is a green hand (explain the phrase). Let us help him.
2. At first, help him learn the name of the foods we may use in the kitchen. Show students the English name, and ask them to say the Chinese meanings. At last, students read together. 3. Ask “Why we say: we need a watermelon. We need yogurt. We need a cup of yogurt.” Lead students to find out that the key point is “watermelon” and “yogurt”. They’re a countable nouns and an uncountable nouns.
4. So now let’s compete! Work in groups to find out the differences between countable nouns and uncountable nouns.
5. Tell students that there are three secrets to explore.
6. Secret1 Present 6 pictures on the screen. Students speak out English names. Help them get a conclusion that they have different forms: countable nouns have singular and plural forms while uncountable nouns only have singular ones.
7. Secret2 Prepare students four sentences. Ask them to fill in the blanks. Then ask one student to get the secret. According to the forms of countable nouns, the predicate verbs should also have two forms: singular or plural, while the verbs of uncountable nouns only have singular forms.
8. Secret3
①There are three pictures on the screen. Ask students “How many_______s do Remy need?” Students will answer a/one/three/four c.n.s
②There are two pictures on the screen. Ask students “How much_______ do Remy need?” Students will answer “u.n. or some/much+u.n. or a/two ______(s) of______”
③Give examples to make a comparison between countable nouns and uncountable nouns.
④Students get a conclusion by filling the blanks. In this way, they get the third secret. 9. Exercise
①Finish exercise 3a on the textbook. ②Find out the best choice.
10. Make a summary of the three secrets.
11. Tell students the winner group can enjoy the following dishes. Then show the pictures for them.
Step5 Activity3 (Make fruit salad)
1. Tell students that there’s one more dish for us. And it’s free. But we must make it by ourselves.
2. Before finishing this dish, we must finish exercise 3b. Then we can write down the steps of making fruit salad according to making popcorn.
3. Complete the questions and answers. Then match them.
4. Students read the conversation. (Rewrite the exercise into a conversation before class to help them understand the exercise actually is a conversation.)
5. Ask students to make a conversation of fruit salad like the conversation of making popcorn. And let them know the ingredients we have. (I prepared four kinds of fruit: apples, bananas, pitayas and cherry tomatoes. And I prepared yogurt, salad sauce and honey as well. They are all on the desk.)
6. Students write down their conversations.
7. Invite one group students to make the fruit salad on their own. (Two students work in pair to speak out their conversation and make the dish at the same time.) 8. Let the whole class enjoy the dish made by the students. Step6 Summary
1. The linking words: first, then, next, finally.
2. The three secrets of the countable nouns and uncountable nouns.
Blackboard Design
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