（水滴系列）八年级英语上册 Unit 8 How do you make a banana milk shake（第4课时）Section B（1a-1e）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?
Section B 1a-1e (Period four)
Teaching and learning Goals:
一、功能：Follow instructions.
二、词汇和常用表达：Learn to use phrases and sentences: sandwich, butter, turkey, lettuce, piece, Do you like ……? How do you make a cheese sandwich? First, put some butter on a piece of bread. Next, put the tomatoes on the sandwich. Next, put some cheese on the sandwich. Then, put some lettuce on the cheese. Finally, put another piece of bread on top.
三、学习策略：Sum up the patterns and useful expressions in the conversations. Get some listening information from the picture in 1a. Role-play the conversations with the partner.
四、文化知识：Help students to know about all kinds of sandwiches. Let them make sandwiches for their parents.
Pre-listening activities
Review

Ask students to look at the pictures and describe the steps of making a banana milk shake using “first, next, then, finally”.
（设计意图：通过让学生看着图片描述制作香蕉奶昔的步骤，既可以引起学生的兴趣又复习了Section A中所学的目标语言，为接下来的综合听说训练奠定了基础。）
Preview and check
一. Look at P60 and put the following into English orally. Then write them down without looking at your book.
1. Put the phrases into English.
(1) 面包__________ (2) 黄油_____________ (3) 洋葱_________
(4) 西红柿___________ (5) 火鸡_____________ (6) 生菜_________
2. Put the sentences into English.
(1) ——你喜欢三明治里的生菜吗？——是的，我喜欢。______________________________
(2) ——你喜欢西红柿吗？——不，我不要喜欢。____________________________________
(3) 首先，往一块面包上加点黄油。_____________________
(4) ——多少黄油？——大约一勺。_______________________________________
二. Check the preview.
T: Boys and girls! Let me check your preview. If you know the answers, you can translate them. Please stand up without putting up your hand. Then I’ll give you one mark. Let’s see which group is the best.
（设计意图：师生可以做到心中有数，教师可以更有针对性地教，学生可以更有针对性地学。）
Warm up and lead in
1. Ask students to look at the picture in 1a. Ask students to discuss the following questions.

(1) What can you see in the picture?
(2) What can you make using them?
（设计意图：学生通过看图片讨论问题，可以初步了解制作三明治所需要的原料。）
T: Class, what can you in the picture?
Ss: Tomato, butter, turkey, ……
T: What can you make using them?
Ss: Sandwich.
T: Do you like sandwich?
Ss: Yes.
T: What things are there in a sandwich?
S1: There some bread, tomatoes, beef, ……
S2: There some butter, onion, turkey, ……
……
T: Good. Let’s come to 1a and get to know more about sandwiches. Please make a list of the things you like in a sandwich.
In my sandwich, I like ____________________________________________________________
_____________________________________________________________________________________________________________
2. Ask several students to read their answers in front of the class.
3. Ask and answer questions with a partner. Find out what he / she likes in a sandwich.
For example:
A: Do you like lettuce in a sandwich?
B: Yes, I do.
A: Do you like tomatoes?
B: No, I don’t.
（设计意图：让学生列举自己喜欢的三明治所含有的材料，既激发了学生的学生兴趣和参与热情，又很好地复习了更多的食材名称，为下面的听力练习扫除词汇障碍。）
While-listening activities
1. Prepare for listening
The teacher prepares two pieces of bread, some butter, a tomato, some cheese, and some lettuce.
T: Boys and girls! Do you know what sandwich I like?
Ss: No.
T: I like cheese sandwich. Do you know how to make it?
S1: ……
S2: ……
T: (The teacher demonstrates the steps while saying.) Let me tell you. First, put some butter on a piece of bread. Next, put the tomato on the sandwich. Next, put the onion on the sandwich. Next, put some cheese on the sandwich. Then, put some lettuce on the cheese. Finally, put another piece of bread on top.
Write “first, next, then, finally” on the blackboard and ask students to pay attention to them.
注：让学生注意表示制作顺序的副词first, next, then, finally。
（设计意图：教师边说边演示奶酪三明治的制作过程，引导学生学习奶酪三明的制作步骤，为下面的听力练习做准备，这对于后进生来说是很有必要的。）
2. Listening for the general idea.
T: Class! Please look at the picture in 1a again. We’ll listen to a conversation between two girls. Then conversation has to do with the picture. Can you guess the general idea of the conversation?
Ss: Make a sandwich.
T: Right? Let’s listen to the tape and make sure what you said.
（设计意图：引导学生关注图片中的信息，同时利用问题设置悬念，激发学生听的欲望。）
The general idea of the conversation is about _______.
A. the ingredients in sandwiches
B. how to make the favorite sandwich
C. the sandwich
3. Listening for the specific ideas.
T: We all know the general idea is about the instructions on how to make a sandwich. Now listen carefully and complete the following tasks.
(1) Look at the picture in 1a. Listen and circle the words you hear.

(2) Listen. Write the ingredients in the order you hear them.
First
Next
Then
Finally
butter

(3) T: Class, go through the blanks please. Then listen and complete the conversation according to the tape.
Girl: How do you make a cheese ________?
Boy: Well, first ________ some butter _______ a piece of bread.
Girl: How ______ butter?
Boy: Oh, about one ______.
Girl: OK. What else?
Boy: Next, _______ some tomatoes.
Girl: How _______ tomatoes?
Boy: Well, maybe one is enough. Put the _______ on the sandwich. Next, _________ an onion.
Girl: Sounds good. What about the cheese?
Boy: Next, put some ________ on the sandwich.
Girl: How ________ cheese?
Boy: Not too much, but you can put more if you like
Girl: OK. Is that all?
Boy: Not quite. Then, put some _________ on the cheese.
Girl: Sounds delicious!
Boy: Finally, put another piece of ________ on top.
Girl: Great!
(4) Check the answers.
（设计意图：本部分的内容重在培养学生们听大意和听细节信息的能力,所以先帮助学生听出对话的大意再去完成后面对应的细节题。）
Post-listening activities
1. Listen to the tape and repeat. Then read and recite the conversation individually.
2. Ask some students to role-play the conversation in front of the class.
3. Ask students to tell their partners how to make their favorite sandwiches.
For example:
A: First, put some butter on a piece of bread.
B: How much butter?
A: About one spoon.
……
If some students have difficulties, they can look at the picture in 1a.
4. Let students fill in the blanks in the rewriting passage. First give students some time to practice it by themselves. Then let students retell the passage with the teacher. Last choose several students to retell the rewriting passage individually.
How to make a cheese _______? First, _______one spoon of butter _______ a piece of bread. Next, _______ some tomatoes and put the ________ on the sandwich. Next, cut up an _______ and put the onion on the sandwich. Next, put some _____ on the sandwich. You can put more if you like. Then, put some _______ on the cheese. Finally, put another piece of _______ on top.
（设计说明：本部分的内容重在培养学生们口头表达的能力，通过仿读、背诵、表演对话和复述由对话改写的短文引导学生更好地内化语言知识。）
Expand and sublimation （选用）
T: We all like eating fast food like sandwiches, but I think it's not good for our health. I think Chinese food is more delicious. Do you know the special food in Zaozhuang? (Vegetable pancakes) How to make it? Look at the pictures. Then work in groups and write down the steps.

First, ___________________________.
Next, ___________________________.
Then, ___________________________.
Finally, __________________________.
（设计说明：菜煎饼属于“枣庄名吃”，学生对它非常熟悉，让学生学会运用first, next, then, finally描述菜煎饼的制作过程，达到学以致用的目的。）
Summary
1. T: Boys and girls, what did you learn in this lesson? Please fill in the chart by yourself.
How do you make a turkey sandwich?
Ingredients
First
Next
Then
Finally

2. Ask some students to read their charts in front of the class.
（设计意图：让学生自己总结本节课所学内容，对部分后进生来说难度较大。通过一个表格引导学生总结制作火鸡三明治的原料和步骤，降低了难度，这对部分后进生来说是很有必要的。）
Teacher’s words
T: Boys and girls! We children grow up under our parents’ care. They pay us a lot. Please make a cheese sandwich for your parents. From now on, we should study hard to return for them.
（设计意图：教育学生运用本节课所学知识回家为父母做一个三明治，并且在以后要更加努力学习，以此感谢父母的养育之恩。）
Inquiry into knowledge by translation
Ask the Ss to look at the following sentences and try to summarize the language rules and fill in the blanks. The Ss can help each other and have a discussion after doing the following by themselves.
First, put some butter on a piece of bread.
_________________________________________
1. put …… on ……的意思是“____________________”，也可以用其他的介词与put搭配。如：
①Please put your hand behind your back.
___________
②Could you put some salt into the soup?
_____________________________________________
2. a piece of bread 的意思是“____________________”，其中bread是____________________，不能用a bread。如：
①早餐我想吃片面包。
_________________________
②你想吃点面包吗？
________________________
（设计意图：让学生先独立思考，然后小组讨论，接着让学生展示自己的成果。鼓励学生在讲台前板书讲解。再次鼓励后进生讲解，运用多元评价进行鼓励学生，采取小组加分的形式，让他们体会学习的乐趣。不再向学生灌输知识，训练了学生自主探究学习的能力。）
The end-of class test
一、用所给单词的适当形式填空。
1. When he saw his brother fall asleep, he ________ (turn) off the radio.
2. Mother is _______ (add) some salt to the soup now.
3. The girl likes the sandwiches with _____________ (tomato).
4. Tom, would you like some ______________ (bread)?
5. Now she _____________ (put) some sugar into the soup and then mixes it up.
二、翻译下列句子。
1. 请往面包上放些黄油。
______________________________
2. 他最喜欢的运动是踢足球。
__________________________________
3. 你喜欢三明治里有沙拉吗
_________________________________
4. ——我应该放多少蜂蜜？——大约一汤匙。
_______________________________________________
5. 早餐，我吃了些面包。
_____________________________________
（设计意图：学生先独立完成，然后小组内互相批阅、打分并登记。认识自我，发现不足，以学评教。）
Assessment
T: Boys and girls, please assess yourself.
学生自我检查评价表：
等级：A. 很好 B. 较好 C. 一般 D. 需努力
评估项目及内容
评估情况
学会各种制作三明治的食材名称
A B C D
句子的掌握情况
A B C D
表示制作顺序副词的学习和运用情况
A B C D
能够依据说明制作三明治
A B C D
综合评估
A B C D
我准备___________________________________________________________________
_________________________________________来提高我的学习效率。
（设计意图：通过学生自评可以对自己的表现有一个清楚的认识，以便采取相应的措施来提高自己的学习效率。）
Homework
1. Remember the words in 1a.
2. Make a conversation using the information in 1c.
3.选择一个你熟悉的传统食物, 用英语描述一下它的制作过程。
本节课亮点：
1. 新课开始，通过让学生看着图片描述制作香蕉奶昔的步骤，既可以引起学生的兴趣又复习了Section A中所学的目标语言，为接下来的综合听说训练奠定了基础。在热身和导入部分，学生通过看图片讨论问题，可以初步了解制作三明治所需要的原料。接着让学生列举自己喜欢的三明治所含有的材料，既激发了学生的学生兴趣和参与热情，又很好地复习了更多的食材名称，为下面的听力练习扫除词汇障碍。这些环节环环相扣，利于学生接受。
2. 听力部分，精心设置的听前准备活动，教师边说边演示奶酪三明治的制作过程，引导学生学习奶酪三明的制作步骤，为下面的听力练习做准备，这对于后进生来说是很有必要的。在听取大意前，引导学生关注图片中的信息，同时利用问题设置悬念，激发学生听的欲望。在听后活动中，通过仿读、背诵、表演对话和复述由对话改写的短文等活动来培养学生的口头表达能力，注重内化和输出相结合，引导学生更好地内化语言知识。
3. 拓展活动的内容来源于学生的实际生活，使学生能把所学的知识在现实生活中加以运用。让学生自己总结本节课所学内容时，通过一个表格为学生指明了方向，这对后进生来说是很有必要的。通过让学生填写自我检查评价表使学生可以对自己的表现有一个清楚的认识，以便采取相应的措施来提高自己的学习效率。
4. 翻译探究环节，让学生先自主探究本节课的难点。自己思索之后，再以小组为单位解决自己的疑难问题，小组间解决不了的，可以向班内同学求助，老师适时给予点拨。在学习语言知识的同时渗透情感教育，教育学生运用本节课所学知识回家为父母做一个三明治，并且在以后要更加努力学习，以此感谢父母的养育之恩。
不足之处：
1. 本节课说的内容较多，对后进生的引导不是太好，耽误了时间。
2. 翻译探究环节，在小组讨论时部分后进生只是一种形式。对于这部分同学，下一步我将给他们指定具体而简单的问题。
使用注意事项：
根据学生实际情况，在各个环节，要充分预料后进生的参与情况和用时多少。听后活动可以考虑分层次设置，以满足不同层次学生的需要。
答案：
预习检测：
1. (1) bread (2) butter (3) onion (4) tomato (5) turkey (6) lettuce 2. (1) Do you like lettuce in a sandwich? Yes, I do. (2) Do you like tomatoes? No, I don’t. (3) First, put some butter on a piece of bread. (4) How much butter? About one spoon.
翻译探究：
首先，往一块面包上放点黄油。1. 把……放在……上面 ①请把手放在背后。②你能往汤里加点盐吗？2. 一片面包；不可数名词 ①I’d like to have a piece of bread for breakfast. ②Would you like to have some bread?
当堂检测：
一、1. turned 2. adding 3. tomatoes 4. bread 5. puts 二、1. Please put some butter on the bread. 2. His favorite sport is playing football. 3. Do you like salad in sandwich? 4. ——How much honey should I put? ——About a spoon. 5. For breakfast I have some bread.