人教版英语八年级上册Unit8 SectionA(2d-3c)优质课教案

309教育资源库

309教育资源库 Unit8 SectionA（2d-3c）优质课教案

I. Teaching Aims and Demands

1. Knowledge Objects

Key vocabulary:

①nouns: yogurt, watermelon, honey, spoon, ingredient, pot, salt, sugar, cheese

②verbs: drink, peel, pour, put, add, need, cook

③linking words: first, then, next, after that, finally

④phrases: turn on, cut up, add to, put into, pour into, forget…to…, cook…for…, one more thing

Target language:

I want to make…for….

How many…do we need?

How much…do we need?

First….Then….Next….After that….Finally….

2. Ability Objects

①Enable students further master the special questions of “how many” and “how much”.

②Enable students understand the listening material making food, and help them describe the

steps of making food clearly.

3. Emotion Objects

By completing the task, the students broaden their horizon in western cultures and increase

interest in this subject.

II. Teaching Key and Difficult Points

Key Points: vocabulary, target language and grammar of countable nouns and uncountable nouns.

Difficult Points:

①differences between countable nouns and uncountable nouns., and can use them accurately.

②describe the steps of making steps clearly.

III. Teaching Methods

Task-based Method, communicative Approach and Total Situational Action

IV. Teaching Aids

Multimedia, video, poster for menu

V. Teaching Procedures 309教育资源库

309教育资源库 Step1 Greeting

Step2 Warming-up

1. Let students watch a short video.

2. Introduce the two persons “Remy” and “Linguini” to students. Tell students Remy is a special

chef. He’s a rat. In the following activities, I’ll let students to learn, to make and to enjoy dishes

in their restaurant named Ratatouille.

Step3 Activity1 (2d)

1. Show students a picture, and lead them to answer the name of it. And tell them this is the first

dish from Remy and his partner.

2. Let students read the conversation of 2d together. (Most students may have no idea of making

this soup.)

3. After reading, ask them “What do we need according to the conversation?” This step is to help

students learn the ingredients for Russian soup.

4. Get rid of the linking words in the conversation, and let students fill in the blanks to help them

understand how many steps are there for making this soup.

5. Further ask “What are the steps?” Let students complete the conversation. First, offer them 3

minutes to remember. Then students read out the answers. Finally, read in groups.

6. Invite students to role-play the conversation.

Step4 Activity2 (Grammar Focus)

1. T: The first dish has been finished. I’ve ordered several other dishes for you. But we know that

Linguini is a green hand (explain the phrase). Let us help him.

2. At first, help him learn the name of the foods we may use in the kitchen. Show students the

English name, and ask them to say the Chinese meanings. At last, students read together.

3. Ask “Why we say: we need a watermelon. We need yogurt. We need a cup of yogurt.” Lead

students to find out that the key point is “watermelon” and “yogurt”. They’re a countable nouns

and an uncountable nouns.

4. So now let’s compete! Work in groups to find out the differences between countable nouns and

uncountable nouns.

5. Tell students that there are three secrets to explore.

6. Secret1