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视频标签：banana milk
所属栏目：初中英语优质课视频
视频课题：人教版新目标英语八年级上册Unit 8 How do you make a banana milk shake Section B Review Writing山西省优课
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人教版新目标英语八年级上册Unit 8 How do you make a banana milk shake Section B Review Writing山西省优课
Excellent Chefs Wanted
Unit 8 How do you make a banana milk shake? Section B Review & Writing(3a-self check)
Teaching design
I Designing Ideas of this lesson(整体设计思路)
This lesson is aimed to develop the students’ comprehensive language using abilities in
terms of listening, observing, speaking, reading and writing. After reviewing the target language by listening, observing, speaking, reading and writing practice, students should talk about the process of making food effectively and write a good recipe to advertise the special food of their hometown.(本节课的教学目标是对学生进行听、说、读、写、看综合性训练，
进而让学生掌握食谱的写作方法。运用所学写作策略进行写作输出，制定食谱，宣传本地特色食物。)
This lesson is focused on traditional food, creating a situation that the famous TV program Chinese Restaurant would choose the special food of a city as their main dish and excellent chefs are wanted. It motivates the students to learn in a competitive and active way. The winner can be the boss of the restaurant and can recruit the excellent chefs.After reviewing the target language by listening, observing, speaking, reading and writing practice, students should talk about the process of making food effectively and write a good recipe to advertise the special food of their hometown. (本课围绕传统美食展开话题，创设如下情境：
湖南卫视《中餐厅》节目将选择一个城市的特色美食作为本季《中餐厅》主打菜系并为其“招募最棒厨师”。就此展开小组竞争及学习，获胜者将成为本季中餐厅店主，并有权聘任最棒厨师。引发了学生浓厚的学习兴趣，极大的调动了学生的积极性。通过复习美国感恩节火鸡的制作过程，讨论中国节日的传统食物、生日食物--生日蛋糕、面条。在学习蛋糕和云南米线的制作方法中，对学生进行听、说、读、写、看综合性训练，进而让学生掌握食谱的写作方法。最后，运用所学写作策略进行写作输出，制定食谱，宣传本地特色食物。)
II Analysis of teaching content:(教材分析)
The topic of this unit is to make food. Students are required to describe the process of making food by using imperatives and sequence words.The theme of this period is “Excellent Chefs Wanted”. It is the last period of this unit, and the language goal is to give a comprehensive review of this unit. After reviewing the target language by listening, observing, speaking, reading and writing practice, students should talk about the process of making food effectively and write a good recipe to advertise the special food of their hometown. Therefore, this period should give priority to cultivate the students’ comprehensive language using ability and cross-cultural communicative ability. (本单元的中
心话题是制作食物，要求学生能通过祈使句及序数词描述食物制作过程。本课是本单元的最
后一个课时，是一节复习与写作课，在对学生进行听、说、读、写、看综合性练习后，学生能掌握目标语言进行写作输出，宣传本地特色美食。因此课堂任务应侧重培养学生的综合语言实践能力及跨文化交际能力。)
III Analysis of the students: (学情分析)
The students are from Class 248, Grade 8, the overall language level of the students are Good. The theme of this period is “Excellent Chefs Wanted”, motivating the students by a popular TV program called Chinese Restaurant in Hunan Channel. By creating an authentic situation, the students involved themselves in the learning process actively and effectively.
(受教学生是山西省阳泉市郊区河底中学八年级248班的学生，学生语言水平整体良好。以《中餐厅》在阳泉“招募最棒厨师”为主题，引发了学生浓厚的学习兴趣。)
IV Teaching aims:（基于核心素养的教学目标）
Language competence: To review the process of making food and write a recipe
effectively.(复习食物制作过程，有效进行食谱的写作输出。)
Learning competence: To apply proper learning strategies to listen, speak, read, observe and
write in the whole process of learning. To learn in a cooperative way. (运用适当学习策略进行听、说、读、写、看的学习；培养合作学习能力。)
Thinking quality: To think in a logical, critical, enlightening, creative, analytical and
systematic way. (培养学生逻辑性、批判性、启发性、创造性、分析性及系统性思维品质。) Culture character: To experience the difference between Chinese and Western cooking
culture; to cultivate the students’ love for our traditional food, culture and life. (体验中西方不同饮食文化；培养学生对家乡传统食物、文化和生活的热爱。)
V Teaching key points: (重点)To review the process of making food and write a recipe
effectively
VI Teaching difficult points:(难点)To experience the difference between Chinese and
Western cooking culture;to grasp the writing skills. VII Teaching methods and learning methods:(教法和学法)
1. Teaching methods: Task-based teaching method, Students-oriented method, Situational
teaching method, Communicative teaching method, Competitive teaching method, Multimedia assisted teaching method.
2. Learning methods: Autonomic learning method, cooperative learning method,
communicative learning methods, competitive learning method.
VIII Teaching procedures:
Step1: Warm-up
Students are expected to answer quickly and properly, the group that answer the most quickly and properly would get the most information cards and would be the winner. The winner would be the boss of the Chinese Restaurant and will recruit the excellent chefs. This group competition is trough the whole process of learning before sharing the information cards in step 7. (创设情境，介绍本堂课小组竞争活动规则。本堂课以小组竞争活动贯穿始终，信息卡的内容是关于学生的家乡--山西阳泉的特色美食，在分享信息卡环节，将会揭晓阳泉特色美食即为本季中餐厅的主打菜系。本活动，极大的调动了学生的学习积极性。) Step2: Review
The process of making a turkey dinner.
1. Play a short video of giving thanks and talk about Thanksgiving day. 2. Retell the process of making a turkey dinner.
(To review the way to describe a process by retelling the process of making a turkey dinner. 通过观看小视频引出感恩节及火鸡，进而让学生进行口头表达制作火鸡过程，复习过程表达法。) Discussion
1. What traditional food do we eat on special holidays in China ? 2. What do we usually eat on birthday?
(Have a discussion and prepare for subsequent learning. 由西方传统美食过度到学生自由讨论中国节日传统美食，引出蛋糕和面条，为下一步蛋糕做法和云南米线食谱的学习打基础。) Step3: Pre-writing
Task1: Listen & Watch How to make a cake
(fill in the blanks and summarize the elements or main points）
( To practice listening skills and to know the process of making a cake. 通过听、观看视频两个环节，让学生掌握蛋糕的制作方法。锻炼学生听说技能。) Task2:Watch & Learn（Play a short video ）
1. What noodles do people both in the north and south prefer / like to eat?
2. What do the noodles symbolize?/what's the meaning of noodles?/Why do people have noodles on birthday?
(To know the difference and tradition of Chinese noodles and rice noodles. To perceive the process of making noodles. 初步了解北方面条与南方米线的传统与区别及其象征意义，以视频方式直观感知其制作过程。)
Task3: Read & Write How to make Yunnan Rice Noodles
1. In which province can we eat the most delicious rice noodles?
2. Fill in the blanks and summarize the elements or main points of the recipe.
(To give students reading practice and guide them to summarize the elements to cultivate their systematic thinking ability. 学生进行阅读训练，引导学生总结云南米线食谱要素，培养其系统性思维品质。为合作探求食谱的构成打基础。) Task4: Retell the process according to the pictures(Pair work)
(Work in pairs to retell the process of making Yunnan Rice Noodles and then show to the class. To practice their oral English ability. 结对复述云南米线的制作过程，训练学生口语表达能力。) Task5:Cooperative inquiry (group work)
Use “W-” and “How” questions to know the parts of a recipe
Time Place
Recipe Tools and ingredients Process Special meaning
(To cultivate the students’ logical thinking ability, systematic thinking ability, enlightening thinking ability and cooperative learning ability. 学生根据要点提示，使用特殊疑问词总结食谱的要点。培养了学生的逻辑性、系统性、启发性思维能力及合作学习能力。)
Step4: While-writing: To advertise the special food in your hometown
Task 6: Share and count the information cards. (The special food of hometown--Yangquan) 1. Which group will be the boss? 2. Which city will be chosen? 3. What’s the special food there? (To share their information cards and learn English version of the special food in Yangquan. To cultivate their love for local food, culture and hometown. 展示信息卡内容，揭晓入选城市——家乡阳泉，学习家乡美食英文表达，增强对家乡饮食、文化的热爱。揭晓获胜小组及中餐厅店主。)
1. Enjoy an English Micro class: structures of writing a recipe
Give writing guidance and summarize the structures of writing a good recipe by watching an English micro class. (学生通过观看微视频总结和掌握食谱的写作方法。) 2. Choose one dish to write a recipe.
Students choose randomly to write a recipe. Different groups will have various choices. To advertise the special food in Yangquan. It is aimed to enhance the enjoyment of the class. (通过任意抽选的方式，决定每组所写食谱菜名。增强课堂趣味性。)
Task 7. Practical writing
(To cultivate students’ practical writing skills. 通过实操性写作输出，培养学生写作能力。制定食谱，宣传家乡特色美食。)
Step5: Post-writing:
Task 8: Group evaluation 1. Check and correct 2. Find the best recipe 3. Find the best chefs
(Work in groups to evaluate the students’ recipes and find the best one to show to the class. And the writer of this best recipe will be the excellent chef wanted! This activity is conducive to cultivating their thinking abilities in terms of criticalness, systematicness and logicality. For another, students’ cooperative learning ability are expected to be improved.小组活动评估食谱写作成果，培养学生批判性、逻辑性、系统性思维，提高其小组合作能力。展示优秀食谱环节，使学生写作能力得到提升。)
Step6: Love our food. Love our culture. Love our hometown. Love our life.
In this step，students read these sentences loudly and emotionally. (学生大声朗读，再次升华学生对家乡——阳泉、及其饮食、文化的热爱！)
Step7: Homework
Rewrite your recipe and let more people know the special food of our hometown.
IX Blackboard design(板书设计)
X Reflection(教学反思)
This lesson is focused on review and writing. Students’ comprehensive language applying abilities are expected to be improved in this period. Therefore, such practice as listening,
observing, speaking, reading and writing should be given during the process of learning.
The students’ learning interests have been stimulated effectively by creating an authentic and interesting situation as well as various activities. Group competition and cooperation has been through the whole process of learning. The students are the real communicators and their subjectivity has been exerted effectively. The teacher should act as a guide, an organizer and helper. To sum up, this lesson is thoughtful, interesting and effective. However, more show time should be given to the students to present their recipes. (本课是一节复习与写作课，旨在提高学生的综合语言运用能力。因此，学生在听、说、读、写、看方面应得到充分训练。通过有效设置真实、生动有趣的情境及丰富的活动，学生的学习积极性得到了充分地调动。小组合作探究学习贯穿整个学习过程，始终以学生为主体，充分发挥了学生的主体性作用。教师扮演着引导者、组织者和帮助者的角色。总体来讲，本堂课是“有思想、有趣味、有效益的”一堂课。不足之处在于，在成果展示环节，应给学生更多展示食谱的机会与时间。)
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