Unit 8 How do you make a banana milk shake(Section A 2a-2d）说课稿 2024-2025学年人教版英语八年级上册

Unit 8 How do you make a banana milk shake?说课稿 Period 2 (Section A 2a-2d) Good morning! Today, it is really my honor and pleasure to be here to share my teaching design. The topic of my lesson is about "food making". Students can know how to make fruit salad. In order to make my teaching design much clearer and easier to know, I would like to divide it into some parts. They are the analysis of teaching material, the analysis of students, the analysis of teaching aims and so on. Now let me introduce them one by one in detail. Part 1: The analysis of teaching material First, let's begin with the analysis of the teaching material. The listening class is taken from the textbook published by(People's) Education Press for grade 8 students. The listening material is taken from Book 3 Unit 8 How do you make a banana milk shake? Also, the topic of the listening material is about how to make fruit salad. The theme of the listening material is to call on more people to enjoy the process of making delicious food and enjoy life. Part 2: The analysis of students Now let’s come to the second part, the analysis of students. Most of students are familiar with this topic, so this lesson will attract students' attentions. Also, students in Grade 8 have already learned some basic words and sentence patterns about this topic, which means it will be not hard for students to learn today's lesson. However, students’ abilities of listening and reading still need to be improved. This new lesson can help them improve their skills. Part 3: The analysis of teaching objectives And Part 3 is about the teaching objectives, which are as follows. Based on the guidance of the New English Curriculum along with teaching material and the students, the teaching objectives is to firstly help students to master the key words such as "yogurt, honey, watermelon, spoon, pot, add, finally, salt, ingredient, amount.” and sentence patterns such as "How many bananas do we need? How much yogurt do we need? Then, add the cabbage, tomatoes and onion and cook for another 10 minutes." and so on. What's more, students can describe a process and follow instructions. They are able to tell countable nouns from uncountable nouns and enjoy the process of making delicious food and enjoy life. Part 4: The analysis of key points and difficult points Now Let's come to the key point and difficult point. For the key point, students are supposed to tell countable nouns from uncountable nouns. For the difficult point, students can describe a process and follow instructions. Part 5: The analysis of teaching methods & learning methods Since this is a listening lesson, some teaching methods would be used as follow : The first teaching method is task-based teaching method. I will ask students to finish the listening questions and let students get new knowledge through the tasks. This method was used frequently in teaching procedures. The second teaching method is situational teaching method. Teacher will create a situation. Also, here are two main learning methods for students to use: The autonomous learning method and cooperative learning method. That means they need to learn this lesson and find out the answers of questions both independently and cooperatively. Part 6: The analysis of teaching aids Powerpoint, textbook, blackboard and a multimedia computer will be used as teaching aids. Part 7: The analysis of teaching procedures Here comes to the most important part, the teaching procedures, which are decided into seven steps, lead in, pre-listening, while listening, pairwork, reading, summary and homework. Step 1 is lead in. In this step, I would like to show the students the pictures of how to make a banana milk shake. Use body language to guide the students to say the steps of making a banana milk shake and mobilize the students' existing knowledge. In this step, students will be able to focus on the class more quickly, both to review what they learned in the last class and to mobilize what they already know to prepare for the class. Step 2 is pre - listening. In this step, I would like to create a situation:Grace and Amy are good friends.They are foodies. (美食爱好者)They love cooking.Today they want to make fruit salad. The teacher asks a question:What ingredients do they need? The students look at the pictures and tell the ingredients needed to make the fruit salad. After this step, students will make full preparations for listening activities. Step 3 is while-listening. In this step, Students listen to 2a and complete the chart. Before listening, the teacher leads the students to recall the usage of how many and how much, after listening, correct the students' answers, and use small games to consolidate the usage of how many and how much. Students listen to 2b and write the ingredients under the correct amount in the chart. After listening, the teacher explained the expression of these uncountable nouns such as yogurt to the students. In this step, under the guidance of the teacher, students complete la and 1b, they will learn more about the language and finish the questions. Also they can get the specific information about the recording and know the usage of the new words and new sentence patterns. Step 4 is pairwork. In this step, I will ask students to work in pairs, using the sentence structure in 2c to ask each other how to make fruit salad, consolidate the usage of how many and how much. The teacher lead the students to repeat the steps of making fruit salad using the order words first, next and so on. Step 5 is reading. In this step, I would like to introduce borscht by watching a video on how to make borscht, then guide students to read 2d and answer the following questions: 1.What does Anna want to make? 2.How long does it take? 3.What's the last step? Students finish a recipe for borscht in 2d and fill in the blanks to complete the steps for making borscht. In this step, not only students can share the knowledge they have learned today and hear different ideas from others, but also I can check whether they have already mastered the new knowledge of this lesson. Step 6 is summary. I would like to guide students to recall the new words, phrases and sentence patterns learned in this lesson. Step 7 is homework. For homework, students need to write "How to make apple juice ?" by using First... Next...Then...Finally and retell 2b, "How to make fruit salad?" by using First...Next...Then... Finally. Part 8: The analysis of blackboard design Last but not least, please let me introduce my blackboard design. As you can see, my blackboard design is not complicated. Here are the title and the main points written on the blackboard, so students can get the new knowledge by looking at my blackboard, which is very convenient for students to learn this new class. Above of all, this is all my teaching design, thank you for your listening. Unit 8 How do you make a banana milk shake? 1 学科网(北京)股份有限公司 $$