八年级英语上册 Unit 8 How do you make a banana milk shake Period 2教案 （新版）人教新目标版-（新版）人教新目标版初中八年级上册英语教案.doc

Unit 8 How do you make a banana milk shake?
The Second Period Section A ( 2a–3a)
Teaching aims（教学目标）
1. 进一步掌握可数名词和不可数名词和How much/ How many引导的特殊疑问句。
2. 听懂制作一种食品的对话材料，并条理性掌握对于制作过程的描述。
3. 能够描述出一种食物的食谱。

Language points（语言点）
1．要求掌握以下词汇：
1) 名词n. yogurt, watermelon, honey, spoon, ingredient, pot, salt, sugar, cheese
2) 动词v. drink, peel, pour, put, add, need, cook
3) 副词 adv. finally
4) 词组 turn on, cut up, add to, put into, pour into, forget to, cook ... for ... , one more thing
（本节课的生词较少，除了ingredient拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。）

2. 要求掌握以下句式： I want to make ... for...
How many ... do we need?
How much ... do we need?
First, ... Then, ... Next, ... After that Finally, don’t forget to … .don't forget to ...
Difficulties（难点）：分辨可数和不可数名词，正确使用how many/how much
表述一种家庭食物的食谱和其制作过程

Teaching steps（教学步骤）
1. Warm-up and revision（课堂热身和复习）
（1）Fill in the blanks（复习牛肉面制作过程回顾关键词并引入新词ingredient）
T: Do you remember? How do you make beef noodles?
First, _____ _____the tomatoes and beef.
Next, ____ the noodles. Then, _____the ingredients together in the pot. Finally, _____salt to the noodles. Now you are ready to eat the noodles!
（2）Group competition: Recipe game
T: In groups of four, write a food recipe ( do not use the words like first, next, etc.).
Exchange recipes with another group and try to put their recipe in order.
Report back to the class using first, then, next, and finally.
（通过游戏，帮助学生巩固"first, then ,next, finally"的用法，并为下面的环节进行铺垫。）

2. Presentation（呈现知识重点可数名词和不可数名词与how many/much的关系）
T: Now, we have so many things to eat, let’s go for a picnic. I would like to make fruit salad for our picnic. Can you make fruit salad? What do we need to make fruit salad?

（教师通过学生喜欢的picnic话题自然引入salad，为ingredient的和相关可数和不可数名词的出现做了自然的铺垫）
T：How many ________s do we need?
S：We need three/some/many/a lot of bananas .
T：How much _______ do we need?
S：We need a _______of _______/some ________/a little ________/much _________ .
（半开放式的问答，帮助学生逐步深入how many/much的正确使用。）
T: Look at the ingredients of the salad again, can you tell when to use “how many/how much”?
（教师把salad 有层次地划分其ingredient并呈现给学生，让学生自己总结how many/how much”规律）

3. Practice and work on 3a
T: Fill in the blanks with “how many” or “how much”.
Now, let’s finish 3a

4. Work on 2a
T: Listen and fill in the dialogue. Then complete the chart.
S: How many bananas do we need? We need three bananas.
How much yogurt do we need? We need one cup of yogurt.
Ingredients
How much
How many
yogurt
bananas
honey
watermelons

apples

oranges

5. Work on 2b &2c
T: Listen again. Write the ingredients under the correct amount in the chart
(教师放录音，在2a的基础上，此任务简单，教师可以在放完一遍录音以后就订正答案)

T: Ask and answer questions about how to make fruit salad.
A: Let’s make fruit salad.
B: OK, good idea. How much … do we need?
A: One cup of…/one teaspoon of…
B: And how many … do we need?
A: Let me think… We need …
B: OK, and how much…
(教师呈现2b内容，帮助学生以pairs形式完成半开放式的对话联系，以达到降低难度和强化重点的作用)
T: Read the dialogue, and fill in the blanks.
A: Let’s make fruit salad.
B: OK. Do you have bananas?
A: Yes I do. ___________________ do we need?
B: We need three bananas.
A: That sounds about right. What else?
B: Watermelon.
A: ______________________?
B: Oh, only one watermelon. And we need some honey.
A: ______________honey do we need?
B: Let’s see. Two teaspoons.
A: Right._______________?
B: Apples.
A:____________________ do we need?
B: Two should be enough. And yogurt.
A: __________________do we need?
B: A cup. Now what else do we need? Oh, do you have any oranges?
A: I think so. __________________ do we need?
B: Only one. This is going to taste great!
（充分利用听力材料的文本，强化how many/much的使用，同时锻炼了学生从上下文中找信息的能力。）

6. Further practice
T: How do you make fruit salad?
（教师给出关键的图片，帮助学生从机械操练实现到意义操练的过渡）
T: Dr. Know time!
Do you know other words to show sequences (顺序)?
S: (1). 首先: first, at first, first of all, firstly
(2). 然后: next, after that, then, afterwards
(3). 最后: finally, at last, in the end
T: How do you cook noodles?
A: How do you cook noodles?
B: First heat up the water for the noodles.
A: Do we need anything else?
B: Yes, we need some meat and vegetables.
A: When do you cook the meat and vegetables?
B: When the water is boiling, we put in the noodles. Then put in the meat and vegetables. Cook For another three minutes. Then the noodles are ready.
A: Oh, how wonderful! I want to try them.
S: Heat up the water. Put in the noodles. Put in the meat and vegetables. Cook for another three minutes.
T: Now, Try again with “first of all, …”
（教师通过引入新的食物内容，增加学习的趣味性，并不断强化了重点知识的应用）

7. Work on 2d
T: Let's help Anna! Read the dialogue in 2d and answer the questions:
What does Anna want to make?
Why does she want to make it?
What does Anna need?
How long does it take Anna to cook the soup?
（让学生带着问题阅读，有利于培养学生skim的能力，同时学生回答教师的问题也需要综合理解和整合阅读内容的能力。）
T: Read and fill in the chart.
Recipe for _______________
Ingredients:
Vegetables:_________________________________
Meat:_________
And: ________ ________
Cooking steps:
First,_________________________________________.
Then,_________________________________________.
Next,_________________________________________.
After tha,:_____________________________________.
Then,__________________________
Finally,_______________________________________.
（此部分，教师对于阅读材料从三个角度进行了划分，帮助学生从另外一个角度理解，同时有利于开拓学生的阅读理解思维）
T: Role-play time. Please act out the dialogue
Anna: Sam, I want to ... . Can you tell me how?
Sam: Sure. First, ... . Then, ... .
Anna: What's next?
Sam: Next, ... . After that ,... . Then, ... .
Anna: OK, that's it?
Sam: No, one more thing. Finally, ... .
T: This time Anna wants to make something else!
（教师给了学生展示的平台，同时分两个层次，关注了机械操练到意义操练的必要性）

8. Grammar focus
T: Is there anything important or difficult for you in this lesson?
（给学生机会，自主总结知识重难点）
T Now, let’s do some exercises.

9.Homework
Oral: 朗读并熟记第58页制作Russian soup的过程。
Written: 根据下面的问题，写一篇80词作文。
Have you ever cooked some food by yourself?
What did you cook?
And how did you make it?
Do you think it is necessary to cook some food for yourself and your family?
Plant a tree, wash clothes, take out a book from the library.
（根据学生程度进行口语和书面作业的布置，同时结合了课堂内容，并拓展深化了主题。）