Section B 3a —4 Self check公开课参赛课教案

Unit 8 How do you make a banana milk shake? Section B 教学设计

Period 1 1a-1e

教材分析

本课是一节听说课。在Section A的基础上进一步拓展听力输入和话题内容。本节课主要呈现了三明治的制作过程以及制作三明治需要的材料。同时引出美国感恩节大餐所吃的传统食物----火鸡。这是本单元第三课时，在前两课时的基础上进一步巩固食物制作过程的表达。

教学目标

1.

学生能够掌握重点词汇以及目标语言。

2.

了解制作三明治的材料并熟练运用目标语言谈论制作过程。

3.

在听的过程中体验感知目标语言等内容，并学会提取所需要的关键信息。

教学重难点

重点：butter, turkey, lettuce, piece, onion, sandwich 难点：Do you like lettuce in a sandwich？

First, put some butter on a piece of bread. Next, cut up an onion.

Finally, put another piece of bread on top. 课前准备

根据课本提到的食物搜集相关材料图片及制作过程视频。

准备好录音机，制作多媒体课件及学案

教学过程

Step 1. Lead in Ask students to describe the process of making their favorite food. Review some words used to

describe the process of making food, and write them on the blackboard. 【设计意图】

通过让学生回忆食物制作过程，调动学生已有的知识，为下面食物制作相关的听说活动作铺垫。能够让学生更积极参与后续的课堂教学活动。

Step 2. Presentation.

1. Show the picture of sandwich. Teach the word-sandwich. 2. Ask students that what ingredients they need in the sandwich. Ask students to finish la. 3. Ask students to talk about the ingredients they like in the sandwich. For example: S1: Do you like lettuce in a sandwich? S2：Yes，I do. S1: Do you like tomatoes? S2: No, I don’t. What about you?

S1: ...

【设计意图】

教会学生学会对食物制作的相关内容进行温习巩固，也为学习相关的内容作铺垫. Step 3: Listening to 1c &1d Before listening Ask students to look at the words in la. Students try to guess the words they may hear. 【设计意图】

通过浏览信息，为获取信息铺垫和准确的听力信息作准备。

While listening 1.

Play the recording for the first time. Students listen and circle the words they hear. 2.

Then play the recording second time. Students listen and write the ingredients in the order they hear them. 3.

Then play the recording for the third time for students to check the answers. 4.

Students listen to the tape and fill in the blanks with the words and phrases they hear. 5.

Play the recording again and check the answers with the class. (Look at the big screen.) 【设计意图】

加强学生听力指导，在听时要抓重点内容。第一次听要求学生把注意力放在“每个步骤的原料”上，因此在在听的时候，应重点将这些原料听清，其他作为非重点内容。第二遍的时候写在相应的栏目里。另外，要注意速记下重点内容。

Step 4: Work on le 1. Work in groups. Talk about how to make your favorite sandwich. 2. Ask several groups to act out.

3. Discuss the traditional food people eat on special holidays in China. Then make a list. 4. Ask some students to read their lists to the class. 5. Ask some other students to add more. 【设计意图】

设置小组活动目的是对学生进行小组成员间的合作意识的培养。学生间用学过的目标语言进行合作交流完成小组任务，使得所有的学生都能参与到课堂教学实践中，提升语言运用能力。

教学反思

本节课的设计体现了听说课的基本模式，先听后说，最后兼顾简单的写作。体现了任务型教学的设计。从食物原材料到食物制作，逐层递进，逐步完成各个任务，使学生在每一个愉快的学习任务中体会学习英语的乐趣，最大限度地使每一位学生都参与进来；对于听力部分，在听之前都做了相关的渗透与铺垫，培养学生学习英语的良好习惯。

Period 2 2a-2d

教材分析

本节课是一节阅读课。首先通过头脑风暴使学生说出尽可能多的中国传统食物，再引入美国的感恩节以及感恩节的传统食物——火鸡制作，然后让学生讨论，之后进入阅读提取必要信息。读后加强练习，一步巩固。通过阅读课提高学生们的综合阅读能力。

教学目标

1．学生能学会重点词汇以及目标语言。

2. 能够通过阅读提取所需要的必要信息

教学重难点

重点：traditional, traveler, celebrate, mix, fill, cover, serve, plate, temperature, have a big meal, fill...with..., cover... with... 难点：

1.

....is a time to give thanks for food in the autumn.

2.

Here is one way to make turkey for a Thanksgiving dinner. 3.

Next, fill the turkey with this bread mix.．

4. 能恰当地使用祈使句表达食物的制作过程。

课前准备

制作多媒体课件及学案

教学过程

Step l: Lead-in 1.

Ask students about special holidays in China and discuss what kind of traditional food people eat on special holidays in China. 2.

Let some students try to guess the meaning of the passage. (T: What do you know about Thanksgiving?) 3.

The teacher introduces it and students learn some words. 【设计意图】

读前活动旨在为阅读铺垫，激活学生对阅读话题或者内容的相关知识。

Step 2: Presentation 1.

answer the question together. When is Thanksgiving? 2.

Discuss the questions.

What do people usually do on Thanksgiving? What do people usually eat on Thanksgiving? Why do people celebrate Thanksgiving?. 3.

Students discuss those questions. Write down their answers. Let some group report their answers. 【设计意图】

通过discussion形式，导入阅读课，激发学生继续阅读的兴趣和动机。同时谈论的问题与阅读的信息相关，为学生顺利阅读提供相关信息支持。

Step 3: Reading (2b-2d) 1.

Students read Paragraph l quickly and try to find the answer to the questions. Who do they also remember on Thanksgiving:? 2.

Check the answer with the class. 3.

Read Paragraph l carefully and answer the questions in 2c. 4.

Check the answers and find out relative sentences. 5.

Let students read the rest of the passage quickly and number the pictures（1-5）

6.

Check the answers with students 7.

Now let students read the short passage in 2d. It’s the instructions for making a turkey dinner written in a different way. Put them in order. Write First, Next, Then and Finally in the blanks 【设计意图】

层层递进，降低阅读难度。

Step 4: After reading (work on 2e) 1．Discuss in pairs:

On Thanksgiving, we should thank the people that we want to thank, and we can also thank them on Chinese Festivals. What Chinese festivals do you know? What food can we make for the people we want to thank? 2．Ask students to share their ideas. 3．In groups of four,discuss the questions in 2e,and then write a report. 4．Share their reports. 【设计意图】

这是一个巩固性的读后活动，需要学生根据课文内容发挥合理的想象。这样不仅调动了学生学习英语的兴趣，还能充分发挥学生的创造性和自主意识。

教学反思

本节课的设计体现了任务型教学的设计理念——如何围绕阅读提取必要信息。整个阅读教学过程由易至难，逐层递进，逐步完成各个任务，也为培养学生良好阅读习惯作了铺垫。通过自主学习与合作学习相结合，充分调动学生学习的积极性。

Period 3 3a- Self check

教材分析

本课是一节写作巩固课。首先通过图文引导学生回忆本单元所学的主要内容，继而用所学的词汇以及目标语写最喜欢的中国或者国外传统食物的制作过程；最后是关于可数和不可数的相关巩固性练习。

教学目标

1．学生能学会运用重点词汇以及目标语言。

2．熟练运用祈使句表达食物制作过程和可数和不可数名词。

教学重难点

重点：正确运用祈使句描述自己最喜欢食物的制作过程。

难点：正确使用可和不可数名词

课前准备

1. 准备一些关于中外传统食物的图片; 2. 引导学生回忆温习本单元学习过的主要单词以及主要目标语; 3. 制作多媒体课件及学案。

教学过程

Step 1: Lead-in 1.

Ask students about what special food is in the city they live in? T: Well, my favorite food is Yunnan Rice Noodles. Do you know how to make it? Now, let’s read the passage in 3a and find how to make it.

2.

Let students discuss the ingredients in this special food-Yunnan Rice Noodles Step 2: Presentation 1.

Ask students to work on 3a. First, read the .the words in the box. Try to understand the meaning of each word. 2.

Let students try to read the article and try to fill in the blanks. Check the answers. 【设计意图】

学会在没填空前能通过浏览获取文章大意，并为下一步解题作铺垫，这实际上是一种思维的培养和阅读技能的培养。

Step 3: Work on 3b 1.

Ask students to think about their own favorite food in their hometown. 2.

Then make a list of the ingredients of the food. 3.

Students try to think about the ingredients of the food and try to write them down. 4.

Share the ideas with their partners. 【设计意图】

有目的地布置写作任务，并逐步进行写作准备，然后在学生的谋篇布局中发现存在的问题，并及时给予针对性的指导。

Step 4: Work on 3c 1.

Ask students to use the notes in 3b and write a recipe for their favorite food。

(write about the ingredients they need and how to make it) 2.

写作指导：

本文为写自己所喜欢的食物的食谱。因此，时态应用一般现在时态；先根据3b中所列的原料清单，说明做此食物所需的原料。然后，描述一下制作此食物的过程。同学应注意使用first，next，then，finally等表示做事情的次序的词来使描述更加清晰与明确。

3.

学生们根据写作提示及指导的内容来试着写自己的食谱。

4.

Let some students read their passage to the class. Give any help if necessary. Step 5: Work on 4 1.

Make up a crazy recipe with the partner. (They may first make a list of the ingredients and the procedure.) 2.

Tell another pair of students how to make this crazy food. The other pair will have to draw it. 3.

Give students some examples.

4.

Students try to write about their own crazy recipe in pairs. Then tell it to another group. 5.

See which recipe is the craziest and which group draws the best. 【设计意图】

写作前按照相关内容分类罗列相关词汇，以便在写作中能快速依据所写内容选择所需要的内容，这样坚持可以有效训练学生写作策略的养成以及运用。提升学生表达能力的同时自己也能乐惠于教学中。

Step 6: Work on Self Check 1 1. Tell students the sentences below is about how to make tomato and egg soup. They are not in the right order. Please read the sentences and put them in the right order first. Then complete the instructions with the words in the box. 2. Students work by themselves and try to number the instructions first. 3. Then put the words First, Next, Then, Finally in the blanks. 4. Check the answers and explain some main points 【设计意图】

复习巩固所学知识。

Step 7: Work on Self Check 2

1. Ask students to write questions and answers using the words in brackets below. 2. Give students some directions. 3. Let some students try to make their own sentences and check the answers. 【设计意图】

进一步巩固所学知识。

教学反思

本节课的设计体现了任务型教学的设计理念，巩固温习本单元所学重难点，运用所学开展写作。并辅以必要的巩固性练习，达到夯实基础，提升能力的目的，在此过程中还渗透灌输必要的方法技能指导。