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

课题 人教版八年级上册英语Unit 8 How do you make a banana milk shake? (Section A 2a-2d)教学设计 课型 新授 课时 1 序号 一、教学目标 1. 知识目标 学生能够掌握新单词和短语：turn off, cut up, put... into..., add... to..., ingredient, cup, watermelon, spoon, popcorn, corn, machine, dig。 学生能够理解并正确运用重点句型“How many/much... do we need? We need...”来询问和回答制作食物所需的食材数量。 2. 能力目标 能够听懂有关制作食物的对话和短文，获取关键信息并完成相应的听力任务（2a 2b）。 可以运用所学词汇和句型，在口语交流中准确描述制作食物的步骤（2c）。 培养学生的阅读理解能力，使其能够读懂关于制作爆米花的短文，并回答相关问题（2d）。 3. 情感目标 通过学习制作食物的过程，提高学生的生活技能和实践能力，培养学生热爱生活、热爱劳动的情感。 在小组合作学习中，增强学生的团队协作意识和交流沟通能力，提高学生学习英语的自信心和兴趣。 二、教学重难点 1. 教学重点 掌握本部分的新单词、短语和重点句型。 学会运用目标语言描述制作食物的步骤和所需食材的数量。 完成听力（2a 2b）、口语（2c）和阅读（2d）的教学任务，提高学生相应的语言技能。 2. 教学难点 正确使用动词短语（如 cut up, put... into..., add... to...）来准确描述食物制作的详细步骤，注意动词的形式和用法。 理解和运用“How many/much...”句型中可数名词与不可数名词的区别，以及数量词的正确搭配。 让学生在口语和书面表达中能够连贯、流畅地描述食物制作过程，提高语言表达的准确性和逻辑性。 三、教学方法 1. 情境教学法：通过创设制作食物的真实情境，如播放制作食物的视频、展示食物图片等，帮助学生更好地理解和记忆单词、短语和句型，激发学生的学习兴趣和学习动机。 2. 任务驱动法：设计各种听力、口语、阅读任务，让学生在完成任务的过程中主动学习和探索，培养学生的自主学习能力和解决问题的能力。 3. 直观演示法：利用实物、模型、多媒体等直观教具，展示食物制作的过程和所需食材、工具等，使抽象的知识变得更加形象、具体，便于学生理解和掌握。 4. 小组合作学习法：将学生分成小组，组织小组讨论、合作完成任务等活动，促进学生之间的相互交流和学习，培养学生的团队合作精神和合作学习能力。 四、教学过程 （一）Warmingup （3 分钟） 1. Greetings T: Good morning/afternoon, class. Nice to see you again. Ss: Good morning/afternoon, teacher. Nice to see you, too. 2. Free talk T: What did you have for breakfast this morning? Ss: I had...（引导学生用英语回答） T: Do you know how to make it? Well, today we will continue to learn how to make different kinds of food. Are you ready? （二）Leadin （2 分钟） 1. Show a picture of a delicious fruit salad on the screen. T: Look at this picture. What's this? Ss: It's a fruit salad. T: It looks very nice. Do you want to know how to make it? Let's learn some new words and phrases first. （三）Presentation （10 分钟） 1. New words and phrases teaching Teach the new words and phrases one by one using pictures or real objects. Show a picture of a watermelon and teach the word “watermelon”. Take out a spoon and teach the word “spoon”. Demonstrate the action of cutting something with a knife and teach the phrase “cut up”. Use a cup and some liquid to show the meaning of “put... into...” and “add... to...”. Teach the words “ingredient” (explain it as the things we need to make food), “popcorn” (show a picture of popcorn), “corn” (show a picture of corn kernels), “machine” (show a picture of a popcorn machine), “dig” (explain it with a simple example or gesture). Let students read the new words and phrases after the teacher several times. Then ask some students to read them aloud to check their pronunciation. 2. Sentence pattern teaching Present the sentence patterns “How many/much... do we need? We need...” T: If we want to make a fruit salad, how many apples do we need? （Write the sentence on the blackboard） Ss: We need...（引导学生回答） T: How much yogurt do we need? （Write the sentence on the blackboard） Ss: We need... Let students practice making sentences with different words and phrases, such as “How many bananas do we need? We need three bananas.” “How much honey do we need? We need two spoons of honey.” （四）Listening practice （2a 2b, 10 分钟） 1. 2a Let students look at the pictures and words in 2a and predict what they will hear. T: Look at these pictures and words. What do you think the conversation is about? Ss: It may be about making a kind of food. Play the recording for the first time. Students just listen and get a general idea. Play the recording for the second time. Students circle the correct words according to what they hear. Check the answers with the whole class. Ask some students to tell the reasons for their choices. 2. 2b Let students read the questions in 2b quickly and make sure they understand them. Play the recording. Students listen carefully and write down the answers. Check the answers. If there are some mistakes, play the recording again and let students correct them. Explain some difficult sentences or language points in the listening material. （五）Pair work （2c, 10 分钟） 1. Divide students into pairs. One student is A and the other is B. 2. Student A asks how to make a fruit salad using the sentence patterns “How many/much... do we need? What do we do next?” Student B answers according to the steps and ingredients they just learned. 3. Give students a few minutes to practice. Then ask some pairs to come to the front of the class and act out their conversations. 4. Praise and encourage the students who do well and give some suggestions for improvement to those who have problems. （六）Reading comprehension （2d, 10 分钟） 1. Prereading Show a picture of popcorn and a popcorn machine on the screen. T: What's this? Do you like popcorn? How do you think it is made? Let students look at the title and the picture of 2d and predict what the passage is about. 2. Whilereading Let students read the passage quickly and find out the main idea. T: Read the passage quickly and tell me what it mainly talks about. Ss: It talks about how to make popcorn. Then let students read the passage carefully and answer the questions in 2d. 3. Postreading Let students read the passage aloud and retell the steps of making popcorn according to the passage. Divide students into groups and let them discuss: What other food can you make with a machine? Each group chooses a representative to report their discussion results. （七）Summary （3 分钟） 1. Review the new words, phrases and sentence patterns learned in this class with the students. 2. Summarize the steps of making a fruit salad and popcorn, and emphasize the key points and difficulties in the process of making food, such as the correct use of verbs and the difference between countable and uncountable nouns. （八）Homework （2 分钟） 1. Make a list of the ingredients and steps of making a kind of food you like and write them down in English. 2. Practice the conversations in 2c with your partner after class. 五、教学反思 在教学过程中，通过多种教学方法的结合，大部分学生能够积极参与课堂活动，对新单词、短语和句型有了较好的掌握，并能在听力、口语和阅读任务中运用所学知识。情境教学法和直观演示法有效地帮助学生理解了抽象的知识，任务驱动法和小组合作学习法提高了学生的学习主动性和团队协作能力。然而，在教学过程中也发现了一些不足之处，如部分学生在口语表达中仍然存在一些语法错误和表达不流畅的问题，在今后的教学中应加强对学生口语的训练，提供更多的口语练习机会，及时纠正学生的错误。同时，在小组合作学习中，个别小组的合作效率不高，需要进一步加强对小组合作的组织和引导，确保每个学生都能在小组中充分发挥作用。 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$