人教版8年级上册 Unit 8 Period 2.doc

1、 1 Unit 8 How do you make a banana milk shake? The Second Period Section A ( 2a3a) Teaching aims（教学目标）（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）（语言点） 1要求掌握以下词汇： 1) 名词 n. yogurt, watermelon, honey, spoon, ingredient,

2、 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 man

3、y . do we need? How much . do we need? First, . Then, . Next, . After that Finally, dont forget to .dont forget to . Difficulties（难点）：分辨可数和不可数名词，正（难点）：分辨可数和不可数名词，正确使用确使用 how many/how much 表述一种家庭食物的食谱和其制作过程表述一种家庭食物的食谱和其制作过程 Teaching steps（教学教学步骤）步骤） 1. Warm-up and revision（课堂热身和复习）（课堂热身和复习） 2 （1）Fill

4、 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:

5、 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

6、现知识重点可数名词和不可数名词与（呈现知识重点可数名词和不可数名词与 how many/much 的关系）的关系） T: Now, we have so many things to eat, lets 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）

7、 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 ingred

8、ient 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, lets finish 3a 3 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 nee

9、d? 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 sa

10、lad. A: Lets 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: Lets make fruit salad.

11、B: OK. Do you have bananas? A: Yes I do. _ do we need? B: We need three bananas. 4 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: Lets see. Two teaspoons. A: Right._? B: Apples. A:_ do we need? B: Two should be

12、 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

13、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

14、the noodles. A: Do we need anything else? B: Yes, we need some meat and vegetables. 5 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 wonderfu

15、l! 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: Lets help Anna! Read the dialogue in 2d and answer the questions: What does

16、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,_.

17、 After tha,:_. Then,_. 6 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: Whats next? Sam: Next, . . After that ,. . Then, . . Anna: OK, thats it? Sam

18、: 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, lets do some exercises. 9.Homework Oral: 朗读并熟记第 58 页制作 Russian soup

19、 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? 7 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。）