1、Task 1 Revision Steps Teachers Activities Students Activities 设计意图 Step1 Check word pronunciation Show some countable nouns and uncountable The student on duty leads others to stand up and read all 1. 复习相关可数名词和不可 数名词，纠正发音。 2. 正确区分和应用可数名词 课题 Unit 8 How do you make a banana milk shake? Section B 1a-1e
2、 课型 听说课 教材分析 本单元以食物制作为话题展开学习与讨论。本节课是本单元 sectionB 的第一课时。要求学 生能够正确熟练地区别可数名词和不可数名词；学会在谈论食物的过程中使用 how much?how many?学会在描述食物制作过程中使用 first, next, then, finally 等表示序 列的副词。 学情分析 八年级学生对祈使句， 可数名词与不可数名词，how much 及 how many ,以及表示序列的副 词都有所了解，围绕新的话题，巩固以前接触过的语言知识，既能产生学习兴趣又会感到 简单易学。 教学目标 语言目标： 1.正确使用并熟练运用可数名词和不可数名词
3、 2How many ?How much?对数量提问 3.熟练运用 first, next, then ,after that, finally 等表示序列的词语 能力目标： 叙述，动手，合作，现场完成汉堡包的制作过程 情感目标： 1.通过两人合作交流，完成汉堡包的制作，沟通彼此情感同，增强合作意识。 2.享用自己的劳动果实，体会劳动的快乐。 教学重点难点 1.重点： 1) how many?how much? 2) 动词词组,如：put on, cut up， peel, cut into pieces 等 3）表示序列的副词：first, next, then ,after that, f
4、inally 等。 2. 教学难点：能恰当地使用 how many, how much,祈使句,动词词组，序列副词表达食物的 制作过程,并现场完成汉堡包的制作。 教学手段 多媒体或其它 课前任务型 活动: 两人一组，提前准备制作汉堡包的相关道具，食材，如：酸奶，面包，牛肉等。 nouns on the screens words aloud. Then sit down and write down words in the correct basket. 和不可数名词。 3. 所选单词为本堂课后续听, 说,展示环节的单词储备 Step2 Review something in section
5、 A Let students review how to make Russian soup in section A. Fill in the blanks on papers and then show answers one by one. 复习 Section A 中罗宋汤的制作 过程,重点复习序列副词和相关 动词词组,为后续听,说,展示环 节提供语句支撑. Task 2 Warming up Steps Teachers Activities Students Activities 设计意图 (1a) Word preparation Show some objects while
6、 say something like a model: In my sandwich, I likeA t the same time , proper words appear on the screen Write down what they like in their sandwiches under the picture in 1a. Stand up and show objects while say something like the teacher. 拿出准备好的各自喜爱的食 材，如: 面包,酸奶,牛奶等向大 家展示相对应的词汇,可以更加 形象地掌握词汇,记忆更深刻,.
7、 课堂学习更加生活化,情境化. Task 3 Listening and practice Steps Teachers Activities Students Activities 设计意图 Step 1 (1b) Pair work Lead a model and let them practice in pairs like this : A:Do you like .? Yes, I do./No, I dont. B:How many / How muchdo you like? A : Practice in pairs with objects on the desk afte
8、r a model, talking about what they like in the sandwiches. Stand up and show their conversations. 模仿与练习相结合，是学生语 言输入和输出的体现，加上手 中真实的食材，对话更真实。 练习以后两个人一组的展示， 能够增强学生的自信心。 Step2 (1c and 1d) Listening and group work Play the tape for the students and let them complete exercises. Listen to the tape for the
9、first time , circle the words they hear and check answers in the order one by one Listen for the second time, write down the ingredients in the order and invite four persons to show answers on the screen. Listen for the third time, fill in the blanks .Then, 第一次听力，在图片上圈出所 听到的单词，可以巩固重点单 词，了解大致对话内容，属于
10、泛听环节；第二次听力，按所 听到的顺序写下制作三明治所 需要的食材，进一步抓住对话 的主要内容，以及制作细节， 属于精听环节。随机抽查四位 同学在屏幕上写下答案，有助 于检查同学们的完成情况，如 有误，下面的同学可以及时上 前纠正，让同学们养成自查自 纠的好习惯。第三次听力，进 work in groups check answers by themselves. Finally, read aloud and memorize how to make a sandwich. 一步巩固制作三明治的详细过 程，组长检查答案并带领同学 们朗读记忆三明治的制作过 程，为后续编造对话和自制汉 堡提供了
11、词组，语句，和逻辑 顺序的支撑 Task 4 Talk and make a hamburger Steps Teachers Activities Students Activities 设计意图 (1e) Pair work Invite one student to make a conversation with me and using proper ingredients to make a hamburger as a model. If necessary, use these sentences A: B: Do you like in your sandwich? A :
12、Yes, I do . /No, I dont. B: How many /How muchdo you need? A :I need B: First, we need peel Next, puton Then, cutinto pieces. After that, placeon Finally, Put on top Work in pairs and make a conversation about how to make a hamburger. When they can use objects prepared to make their own hamburger. S
13、everal groups show their conversations and their hamburgers in front of other students Enjoy hamburgers they made. 一边练习对话， 一边亲手制作汉 堡包，既是本堂课所有单词，词 组，句子，对话，听力，背诵的 综合巩固， 又增强了学习的趣味 性，学以致用，两个人一组完成 汉堡包有利于沟通同学之间的 情感，更有利于培养合作意识。 展示环节，锻炼胆量，增强自信 心。享用汉堡包环节，让同学们 体会动手劳动的快乐。 Task 5 Homework 设计意图 writing Write down a paragraph about how to make your favorite traditional food. Remember use “first, next, then, after that, finally” 写下最喜爱食物的制作过程， 既是同学们感兴趣的话题，又 能将本堂课练习的内容融入 写作之中，同时，写作还可以 将所学内容规则化，逻辑化， 是本堂课的最终总结
