Section B 3a —4 Self checkPPT专用课堂实录内容

人教2011版新目标八年级上册

Unit 8 How do you make a banana milk shake?

Writing

大村初级中学校

勾菊

一、教学目标

（一）

语言知识目标

1. 单词: peel, pour, cut, put, add, turn, mix, place(放置), prepare(准备), enjoy, drink .

2. 短语:

cut up, cut into piece, put...into..., pour...into..., add... to...,turn on, mix... together, put/place... on...

3. 重点句型:

①

Do you know how to …?

②Here is a way to make… / You need to buy/ prepare…

③First,… Next,…Then,… After that, …Finally,…

④

Now you can enjoy… / It’s time to enjoy…

（二）语言技能目标

1. 学会熟练运用连接词和祈使句描述食物制作的过程。

（三）情感态度目标

制作美食，享受美食，快乐生活。

二、教学重、难点

（一）

教学重点：

1. 能掌握语料箱的单词、短语和句型。

2. 能熟悉描述食物的制作过程的连接词、动词短语和祈使句。

（二）教学难点：

1.如何正确运用连接词和祈使句描述食物的制作过程

2.写作方法及技巧的培养。

三、教学方法

采用直观教学法、情景教学法、任务型教学法、合作学习法等。

四、教学过程

Ⅰ. Pre-writing

1. Greet the students.

2. Present the learning goals.

3. Lead-in

Watch a video about the food and fruit in Gulin.

4. Task1 Quick eye.

Play a game : Look at the pictures and speak out the food and tools in English as quickly as they can. 5. Task2 Put them in order

1.Show the process of making banana milk shake and Ss put the pictures in order.

2.Ask some Ss to describe the process of making banana milk shake.

(设计意图：通过师生对话、个人展示、全班叙述制作过程等形式进一步熟悉食物制作的过程中所用的动词短语（cut..up, pour... into ..），师生之间的对话操练能够帮助学生熟悉话

题，搭建短语，句型的语言支架，为篇章写作做好句子输入。)

6. Task3 Report

Report the process of making banana milk shake to review the key sentence structure.

(设计意图：教师引导学生使用连接词，通过生本合作、生生合作、师生合作，实现句子到段落的过渡。) 7.Task4 Group work

1. To discuss how to make fruit salad and how to make a delicious sandwich . 2. Group presentation. （设计意图：通过小组合作，进一步熟悉写作的基本句型。）

8. Task5 Better the layout

Ss add the beginnings and endings of making food. Different Ss may have different sentences. （设计意图：通过为文章增加开头结尾，总结文章结构，培养学生完整的篇章意识。综合学生答案，分享好的开头句和结尾句，为学生增加开头结尾提供模仿范例。）

II. While-writing 1. Task6 : Tips of writing

Show some language tips and a table of some writing points to the Ss so that the Ss know how to get scores for their writing and helps Ss to write. （设计意图：展示学生写作评分标准，帮助学生理清写作思路和有效得分点，引导学生根据评分标准规划作文，与后文的评分提供依据；提供学生语料箱，为学生写作提供语言帮助，减轻写作焦虑。）

2.Task7

Practical writing

Ss write the composition by themselves.

Ⅲ. Post- writing

1. Task7 Evaluation

(1)Ss exchange their composition with their partner in their group and evaluate their composition each other. (2) Check the article with the chart and value his or her article and give points.

(3) Ss show the points they give and tell the reasons.

(设计意图：通过学生自评培养学生自我反思的能力；通过互评引导学生学会欣赏他人文章；师生评价能让学生了解作文评分标准，帮助学生进一步规范，提高自己的写作水平。)

2. Task8 Summary (1)Ss Summarize how to write an article. (2) T gives some advice. 3. Emotional education— Enjoy food , Enjoy life. 4. Homework.

（1）

Rewrite your composition and make these food at home. (二稿写作并制作食物)

（2）Send the pictures of making food to WeChat and we will show in next period.

（在微信上分享在家制作食物的过程图片，下节课交流展示）

（设计意图：通过分享交流自己亲身制作的食物，再一次让学生体验自己动手带来的成就感和愉悦感，在分享交流中促进生生互动，既增进学生之间的感情，也培养了他们学会分享、传递温情、感受快乐的意识，激发他们自己动手为家人、为朋友做食物的欲望。通过作业布置，再次回归“做中学、学中做”的教育本质，促进学生个体、全体的发展。）

Ⅳ.板书设计

Beginning

Here is a way to make…

Body

How to make the food .教学反思

（First, Next, Then ,after that, Finally…

cut…up, put…on, pour…into, mix…together…）

Ending

Share the food

(It’s a time to enjoy …)

Ⅴ