Unit 8 How do you make a banana milk shake Section B 教案 2024-2025学年人教版英语八年级上册

Unit 8 How do you make a banana milk shake? Section B（1a-1e） Teaching Aims 1.语言能力：从听力中，了解制作奶酪三明治的顺序及所运用的原材料。 2.文化意识：通过制作食物的介绍，培养学生的实际生活能力，了解生活知识，增长生活阅历，培养他们的实践操作能力和动手能力，学生也会认识到劳动成果的来之不易，让他们从小就爱惜食物也让他们尊重别人的劳动成果。 3.思维品质：能根据语篇内容或所给条件进行改编或创编。 4.学习能力：运用知识迁移策略正确描述你最喜爱的三明治的制作步骤。 Teaching Difficulties How to personalize the target language to make the language more meaningful and keep students motivated. Teaching Aids A tape recorder; CAI or multimedia courseware Teaching Procedures Tips Step 1 Lead in · The T can play a video about how to make a sandwich and guide Ss to talk about the process and anything they know about sandwiches. The T can use the following prompts: 1. Do you like sandwiches? 2. What kind of sandwiches do you know about? 3. What can we put in a sandwich? 4. Do you know who invented this kind of food? ... Then the T can introduce the origin of sandwiches to Ss to broaden Ss’ knowledge fields · Then the T can pre-teach some words and expressions and have Ss make conversations in pairs using the target language. Step 2 Presentation & Practice · 1a This activity is to help Ss use the target language in a different context. Ss do the task in 1a individually and the T can check answers in class. Then the T may want to expand with Ss as a class the things that can be put into a sandwich. Examples: pickles, black olives, mustard, ketchup, vinegar and oil, mayonnaise, turkey, chicken, tuna fish, egg, peanut, butter, etc. · 1b The activity is to give Ss practice using the target language in conversations. The T may want to encourage Ss to comment on the preferences of their partners. For example: T: Do you like lettuce in sandwiches? S: Yes, I do. T:I do, too. Do you like tomatoes? S:No, I don’t. T:Really? I love tomatoes. Why don’t you like tomatoes? S:I don’t know. T:How much onions? Do you like onions? S:No, I don’t. T:Neither do I. Do you like...? etc. · 1c This activity is to give Ss practice listening to the target language in conversations. Have Ss do the activity with books closed and try to remember the words that they hear. Then Have Ss open their books and circle the the words. As a way to check answers, the T may want to play the recording after telling Ss to raise their hands whenever they hear a word in section 1a spoken. Answers: circled :butter; bread; tomato; onion; lettuce · 1d This activity is to give Ss practice in listening for specific information. The T may want to have Ss count the number of words in each category before they write down the specific words: 1. How many ingredients should be listed under each of the words (first, next, then, finally )? 2. Which ingredients should be listed under each of the words(first, next, then, finally )? Answers: First Next Then Finally butter tomatoes lettuce bread bread onion cheese · 1e The activity is to provide Ss with speaking practice using the target language. The T may want to have S2 take notes on the instructions for making a sandwich given by S1. Then the T can have S2 use his or her notes to give the instruction to S3, who should also take notes and tell the instructions to S1, who can comment on whether or not the instructions were the same as the original instructions. Step 3 Language points · a piece of 一片；一块；一段 ①a piece of 用来表示不可数名词的数量。如果数量超过一，则用pieces of。 Paper-cutting turns a simple thing like a piece of paper into a beautiful piece of art. ②a piece of… 作主语，谓语动词用单数形式；pieces of…作主语，谓语动词用复数形式。 There is a piece of cake in the refrigerator. There are pieces of paper on the table. Step 4 Summary & Homework The homework can vary with the specific conditions. · Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. · Homework: Preview the passage in Section B 2b. Do the exercises in students’ book. Teaching Reflection After listening, teachers can help students to simply retell the listening materials, which is not only a phased summary of the learning content, but also can deepen students' understanding of the listening materials and help them digest and use the listening materials. Unit 8 How do you make a banana milk shake? Section B（2a-2e） Teaching Aims 1.语言能力：了解北美的感恩节以及感恩节的传统食物——火鸡及制作方法。 2.文化意识：通过学习北美特定节日的传统食物，能够联想中国节日以及家乡的风味小吃，激发对家乡的热爱之情，同时体验中西方饮食文化的差异。 3.思维品质：能提取、整理、概括稍长语篇的关键信息、主要内容。 4.学习能力：运用知识迁移策略学习描写中国某一特定节日的传统食物。 Teaching Difficulties 描写中国某一特定节日的传统食物。 Teaching Aids A tape recorder ,CAI or multimedia courseware Teaching Procedures Tips Step 1 Lead in · The T can encourage Ss to have a free talk about traditional food eaten on the traditional holidays. The T can use the following prompts: Do you know any traditional holidays in China? What kind of traditional food do people eat on these special days? Can you make the traditional food? · Then the T can present some pictures about traditional holidays and food. Ss can be asked to say out their names and describe how to make these traditional food. Step 2 Presentation & Reading · Before-reading 2a The activity is to personalize the target language and prepare Ss for the subsequent reading activity. The T may want to do activity 2a in the following way: 1. Write on the board the dates of special holiday in China. 2. Have Ss stand together in pairs to quickly match the dates and the corresponding holidays. When a pair of Ss has finished, the two Ss can be seated. 3. After all the pairs are seated, elicit from the class the holidays that match the dates and any special food eaten on those holidays. Then the T can ask Ss to look at the title and the picture and then predict the main idea of this passage. Ss may say the passage is about Thanksgiving. The T can introduce some related knowledge about Thanksgiving and play a video for Ss. · While-reading Task 1 Skimming and matching The T can ask Ss to read the passage quickly and try to get the main idea of each paragraph and finish the match task. Task 2 Scanning for details The T can ask Ss to read each paragraph carefully and choose T or F. The T can invite some Ss to share their answers in class to check. · 2b The activity is to provide reading practice with the target language . The T may want to have Ss think of the order without reading the passage first and then check their answers while reading the passage. Answers: From top to bottom:3,2,4,1,5. · 2c The activity is to provide scanning and writing practice with the target language. The T may want to have the Ss work in pairs to try to answer the questions based on their own knowledge before reading and then read the passage carefully with these questions. The T can invite some Ss to share their answers Answers: 1. In the United States and Canada. 2. In the United States, it is always on the fourth Thursday in November, and in Canada it falls on the second Monday in October. 3. Because it’s a time to give thanks for food in autumn and other good things people enjoy in life. 4. Families get together and people usually celebrate it with a big family meal. 5. The main dish of this meal is almost always turkey. · 2d The activity is to provide writing practice with the target language. Before Ss do activity 2d, the T may first want to have Ss to close their textbooks, and as a class the T can elicit from Ss the various instructions for making a turkey dinner. These instructions should be written out of order on the board. Then the T can have Ss number the instructions so that they are in the correct order. Finally. The T can reinforce this activity by having Ss open their textbooks and do activity 2c. Answers: 4 Finally, serve it to your friends with some vegetables. 2 Next, put this into the bird. 3 Then, cook it at a very high temperature for a long time. 1 First, put everything you need together in a large bowl. . · 2e The activity is to provide writing practice with the target language. Ask Ss to work in groups to present a TV show about The Most Special Day. Ss should assign and prepare roles of interviewer and interviewees to discuss the questions in activity 2e. Each group should then present/perform their show for the class. Step 3 Language points learning · “fall on + 日期”表示“（生日、节日等）适逢……，正当……”， 其中fall作动词，表示“发生”。 · give thanks for sth. 因某事而感谢 (1)give thanks for sth.中的for后跟感谢的原因。 I will give thanks for taking care of my baby while I am away. （2）give thanks to sb. 意为“对某人表示感谢”。 We should give thanks to our teachers for their help. · see … as … 相当于regard … as …，其中see意为“以特定的方式考虑；看待”。 I see music as a special language. · celebrate可作及物动词或不及物动词。 Celebrate every day of your life. It’s Tom’s 24th birthday. Let’s celebrate together. 拓展延伸：celebration作名词，意为“庆典；庆祝活动”。 · prepare v. 是做好准备；把……准备好 · mix n. 混合配料 v. （使）混合；融合 · fill … with … 表示动作，其被动式为be filled with，意为“装满”，相当于be full of。 · serve v.接待；服务；提供 The language points are for reference only. Step 4 Summary & Homework The homework can be varied with the specific conditions. · Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. · Homework: Read and recite the passage in 2b. Do the exercises in students’ book. Teaching Reflection The period is a reading class.The teacher should pay more attention to how to teach students to read rather than just instilling too much language knowledge into students.Teaching process is a process in which the students master knowledge and constitute skills with the help and guidance of the teacher.The process of students' completing tasks is the process of students' finding and solving problems，as well as the process of gradually improving reading skills. While reading, let the students read with tasks, finish the tasks and learn the new words and expressions.After that，they can use the information to retell the passage.The teacher should train the students in this way. Unit 8 How do you make a banana milk shake? Section B（3a-Self Check） Teaching Aims 1.语言能力：了解云南过桥米线的配方以及制作方法。 2.文化意识：通过制作食物的介绍，培养学生的实际生活能力，了解生活知识，增长生活阅历，培养他们的实践操作能力和动手能力，学生也会认识到劳动成果的来之不易，让他们从小就爱惜食物也让他们尊重别人的劳动成果。 3.思维品质：能够运用表示序列的副词描述一个东西的制作过程或跟随指令完成一个东西的制作。 4.学习能力：运用知识迁移策略描写你家乡你最喜欢的一道美食。 Teaching Difficulties 学会描述事物的制作过程。 Teaching Aids CAI or multimedia courseware Teaching Procedures Tips Step 1 Revision · The T can elicit the process of making a sandwich from Ss by presenting some related pictures: First, put eggs, sugar and salt together and mix them. Next, cut the sausage into pieces. Then, fry the bread, sausage and eggs with butter. Then, cut tomatoes into pieces. Then, add some peanut butter and others on the bread. Finally, put another slice of bread on top. Step 2 Presentation · 3a This activity is to prepare Ss to write using the target language. In activity 3a, the T may want to have Ss guess the words as a class before they look at the words in the box. 1.Have Ss cover the box and look at the passage. 2.Elicit from Ss as a class the possible words for each of the blanks, one by one. 3. Write the words on the board, and explain to Ss why their guesses could be correct or would be incorrect from a grammatical point of view. 4. Have Ss uncover the box and fill in the blanks. Answers: have, First, wash, Next, cut, cook, Finally, enjoy. · 3b The activity is to let Ss use the target language in writing. Ss may perform better when they are shown how to do an activity by the T. In activity3b, the T may want to elicit from Ss as a class a favorite food and the corresponding ingredients. The T may also want to write the following on the board and have Ss guess the popular food: · Two beef patties（碎肉饼） · Special sauce · Lettuce · Cheese · Pickles · Onions · One sesame seed bun（小圆面包） Step 3 Writing · 3c The T may want to have Ss write the recipe without giving the name of the food itself and then do the following: 1. Have Ss work in small groups. 2. Have the Ss in each group take turns reading the recipes of the other Ss in the group. 3. The Ss should guess the foods that will result from each recipe. Suggested Answer: It’s very easy to make your own delicious burger. You need beef, bread buns (小圆面包), lettuce, onions and sauce. First, cut the bread bun and cook it. Next, cut the lettuce and onion. Put some lettuce and onion on the bun and add some sauce. Then, use your hands to shape the beef into a ball. Next, flatten（使变平） the ball of beef to form a beef patty（碎肉饼）. Then, cook the patty on both sides. Finally, put the patty on the bottom half of the bun, add more lettuce, onion and sauce, and put the other half of the bun on top. Enjoy your burger! · 4 The activity is to let Ss use the target language to communicate. The T may introduce some famous crazy food around the world to Ss. Then ask Ss to think of some special food out of their imagination. Step 4 Self Check The part of Self Check is to provide a comprehensive review of key vocabulary and functions presented in the unit. The T may ask Ss to do the task individually and then check answers as a class. Answers: 1. 4 Finally, mix everything together and serve it. 3 Then/ Next, cook for five minutes and add two eggs. 1 First, cut up three tomatoes and put them into a pot. 2 Next/ Then,add some water, sugar and salt. 2. 1. A:How many eggs do we need to make a cake? B:We need two eggs. 2. A:How much milk do we need? B:We need three cups of milk. 3. A: Do we have to add sugar or honey? B:Yes, we can add two spoons of honey. Step 5 Summary & Homework The homework can be varied with the specific conditions. · Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. · Homework: Preview Unit9 Section A (1A-1C). Do the exercises in students’ book. Teaching Reflection 　In this lesson, let the students read the passage in 3a carefully and fill in the blanks with the words in the box correctly.With the teacher's help，the students learn to write how to make a kind of food.In the process of writing, some students share their essays boldly. Most students can use “first，next，then，finally” to express the order. However, some students can't complete the sentences independently when they use the given words.They should do more exercises after class. When dealing with self check，we can let the students sum up the grammar and help them know the use of countable nouns and uncountable nouns.Besides,we can help them to know the usage of “first，next，then，after that，finally” 1 学科网（北京）股份有限公司 $$