山东省烟台市龙口市东海开发区八年级英语上册 Unit 8 How do you make a banana milk shake（第4课时）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

How do you make a banana milk shake
教材分析
本节课的生词较前面两个课时多，所以在呈现的时候采用了直接导入的方式强化学生对于关键词的掌握，并适当拓展了部分相关生词。
教 学
目 标
Teaching aims（教学目标）
1. 了解美国感恩节的由来。

2. 学习表述感恩节大餐火鸡的制作并掌握相关词汇。

3. 能以书面形式流畅写出火鸡的制作流程。
Language points（语言点）
1．要求掌握以下词汇：
1) 名词 n. turkey, traveler, Thanksgiving, autumn, pepper, oven, plate， gravy, temperature
2) 动词 v. mix, celebrate, fill, cover, serve
3) 形容词 adj. special, traditional ,main
4) 词组 give thanks for, mix together, put in, cover with cut into ，eat with, serve to , main dish, at a very high temperature.
（本节课的生词较多，教师要注意带读并通过各种形式让学生多操练。）

2. 要求掌握以下句式： In most countries, people usually eat traditional food on special holidays.
… and is a time to give thanks for food in the autumn.
... celebrate this idea of giving thanks by having a big meal …
Here is one way to make turkey for a Thanksgiving dinner.
Serve it to your friends with some vegetables.

重 点
以书面形式流畅写出火鸡的制作流程
难 点
Difficulties（难点）：以书面形式流畅写出火鸡的制作流程
教 法
讲授法、讨论法、练习法
教 具
电子白板
教学过程（包括课程导入、新课解析、例题精讲、课堂练习、作业设计等）
Teaching steps（教学步骤）

1. Warm-up and revision（课堂热身和复习）
T: What ingredients are there in this sandwich?
How do you make a turkey sandwich?
（先通过单词，再通过分解，然后整体流程，最后小组形式回顾，有效地帮助学生复习了前
面的学习内容，同时为引出后面的教学环节做了铺垫）

2. A Short Story（通过三明治的故事激发学生的兴趣同时培养了学生上下文阅读的能力）
T: Sandwiches are popular around the world, but do you know where they came from?
Sandwich was an English p_____. He lived in England about two hundred years a___. Sandwich had a lot of m_____. He was very rich. But the man liked p_____ cards.He often played all day and all night and had no time to e____dinner. One day he played for 24 hours and felt very h_____. He asked his servant to b___ him some meat and bread. He didn’t stop playing w___ he ate. So he put the meat b_______ two pieces of bread . In this way ,he could k____ playing cards. People liked his idea and called the food “sandwich”.
（教师通过有效设计，让学生自己探索，发现信息，激发了学习兴趣。）

3. Before reading
T: Do you like turkey sandwiches?
Do you like to eat turkey ?
In America, people sometimes eat turkey. When do they eat it?
S: On Thanksgiving Day. It is a special day!
（让学生带着问题去skim能够培养学生在阅读过程中抓关键信息的能力。）

4. While reading
(1) More skimming
T: Read and find more information about Thanksgiving

（以图表的形式，清晰地帮助学生抓住what, which, when, why, how的角度去理解文章内容,是种阅读策略的渗透）
（2）scanning
T: Work on 2c. Read the article again and write down the answers to each question.
Where do people celebrate Thanksgiving?
When do people celebrate it?
Why do people celebrate it?
How do people celebrate it now?
What is the main dish of the Thanksgiving meal?
（3） Read and match
T: Work on 2b. Read the article and number the pictures [1-5].
Here is one way to make turkey for Thanksgiving dinner.
First, mix together some bread pieces, onions, salt and pepper.
Next, fill the turkey with this bread mix.
Then, put the turkey in a hot oven and cook it for a few hours.
When it is ready, place the turkey on a large plate and cover it with gravy.
Finally, cut the turkey into thin pieces and eat the meat with vegetables like carrots and
potatoes.

（通过图片的提示，帮助学生获取和巩固关键信息，降低学习难度，帮助学生建立学习信心）。
（4）Pairwork
A: How do you make a turkey dinner?
B: First …
Next …
Then …
And …
After that …
Finally (At last)…
（教师给出cut into,mix, fill, put…int…cook, place cover, eat with关键性引领词，帮助学生重组语言信息，强化了学生的训练得到巩固效果。）

（5）Fill in the blanks
First, ___ together some_____ ______, _______, _______ and ________.
Next, __ the turkey____ this bread_____.
Then, ____ the turkey____ a hot oven and cook it for _ ___ hours.
____ it is ready, _____the turkey on a large______ and ____ it with ______.
____, cut the _____ into thin _______ and eat the _____ with vegetables _____ carrots and _________.
（通过以上教学活动分解了阅读难度，突出了重点词汇，同时给学生操练和展示的平台

5. Post reading
(1) Work on 2d. Here are the instructions for making a turkey dinner written in a different way.
Put them in order. Write First, Next, Then and Finally.
（以另一种角度帮助学生灵活运用语言，活化了知识。）

板书设计:重点句型
教学反思：
1,阅读大短文需要带着问题找答案，先大概清楚课文的意思，再逐字去朗读课文，所以教学之前先让学生充分的朗读理解再讲解。
2，课文中的语法点需要反复讲解练习，以题练语法。