人教版八年级英语上册(成都专版)教案 Unit 8 Section B(3a SelfCheck)

Unit 8 How do you make a banana milk shake ?全单元教案Period 1 Section A 1a-2cTeaching aims:1. Key words: shake , cut up, into, yogurt, cup ,finally ,turn on , salt, peeleful phrases: turn on ,cut up , pout...into ,put ...into ,one cup of , mix up , add...to3. Important sentences:How do you make a banana milk shake ?How much yogurt / How many bananas do we need ?Let’s make fruit salad.OK, good idea.How do you make fruit salad?First cut up three bananas , three apples and a watermelon；then….next….; finally…4. Grammar：countable nouns and uncountable nouns.Ability aims:1. The students can remember the steps of making milk shake and can use the verb phrasesto talk about how to make milk shake and fruit salad.2. improve their listening and speaking abilities.3.To train the students’ cooperation with their partners.Emotional aims:Ss will learn to follow the instruction.Key and important points:A. Vocabulary: turn on ,cut up , pout...into ,put ...into ,one cup of , mix up , add...toB. Target language:How do you make a banana milk shake ?How much yogurt / How many bananas do we need ?How do you make fruit salad?First cut up three bananas , three apples and a watermelon；then…next...; finally…C.Grammar: countable nouns and uncountable nouns.Difficulty：Can use the verb phrases to talk about how to make milk shake and fruit salad.Emotional aims:To help the students to make their future plan and play a part in saving the earth!Teaching procedures:Before class: Students learn by themselves.Step 1 Warming up.1. Greetings2. Revise the words about food by asking “What's your favorite food / drink ?”Step 2 Presentation 11. Present the new words2. Work on 1a. Students write the words in 1a in the picture, then check the answers.Step 3 Work on 1b.1. Listen and put the instructions in order.2. Follow the tape.3. Cut the instruction paper into pieces, then put the paper pieces in the order.4. How do we make a banana milk shake? Fill in the blanks to complete the instructions.5. Watch a video and try to remember the steps of how to make a banana milk shake. Step 4Presentation 2 .1. Watch a video and think how to make fruit salad.2. Talk about how to make fruit salad.T: What fruit do we need?--- How many bananas do we need? --- We need …bananas.T: What else do we need?--- How much yogurt do we need? --- We need …yogurt.Step 5Work on 2a and 2b.1. Listen and complete the chart.2. Listen again. Write the ingredients under the correct amount in the chart.Step 6 Pair workAsk and answer questions about how to make fruit salad.A: Let’s make fruit salad.B: OK, good idea. How much yogurt do we need?A: One cup.B: How many apples do we need?A: Let me think …. We need two apples.B: OK, and how much …?Step 7“Super kitchen”.Today let us make a banana milk shake/fruit salad together.T: Who will be the super cook?Step 8 Summarize.Bb designUnit8 How do you make a banana milk shake?First, p eel ….Then, c ut up….Then , p ut … into….Then , p our … into...Next, turn on the blender.Finally, d rink ….How many bananas/…How much yogurt…Period 2 Section A 2d-3cKnowledge aims:1. Ss will learn to read the following words and expressions : yogurt, honey, watermelon, spoon, sugar, cheese, popcorn, corn, machine, dig, hole, ...2. Ss can use how many and how much questions to ask the amount of countable nouns anduncountable nouns.Ability aims:1.Ss will learn to describe a process of making things.2.Ss can follow instructions to make things.Emotional aims:1. Ss will strengthen their abilities of daily living through making foods.2. Ss will cherish the fruits of labor and love foods.Teaching important points:1. Ss can describe the process of making popcorn.2. Ss can use how many and how much questions freely.Teaching difficult points:Ss can describe the process of making popcorn.Ss can use how many and how much questions freely.Step1 Warm up.Revise the process of making fruit salad.Step 2 Presentation.1. T: Now let me tell you how to make Russian soup!First...Then... Next...Step 3 . Read 2d and act.First, draw the vegetables, then When you talk about the steps ,Please do some actions.3. Memory checking.How many cabbages/ carrots /tomatoes/ potatoes /onions do we need?How much beef /water do we need?Step 4 Summarize and learn grammar.1. Ask Ss to classify the countable nouns and uncountable nouns。

人教版初中英语八年级上册U n i t-8-教案本页仅作为文档页封面，使用时可以删除This document is for reference only-rar21year.MarchUnit 8 How do you make a banana milk shake?Talk about how to make something：in this unit，本单元的教学围绕“谈论如何制作香蕉奶昔”这一话题展开，Section A是基本语言内容的收集和学习，这一部分引导学生通过本课的语言素材进行看图说话、句型演练、实际描述和对话表演等，使学生能够正确地使用表述如何制作香蕉奶昔过程中需要用到的词组、句型，从而熟练地谈论这一话题。

Section B是知识的扩展和综合的语言运用。

在Section A的基础上，自如地谈论“如何制作三明治”，从而进一步熟练掌握有关的英语表述方式。

这些内容都是与学生日常生活紧密相关的，学生很熟悉，也乐于去说，因此在这一课题的教学过程中，应紧密联系学生生活实际，采用多种方式，以说为主，配合听的练习，最终以对话为途径，解决本课题的中心对话。

这易于引发学生运用简单的英语进行交流，对于提高学生的综合能力，特别是说的能力很有帮助。

第一课时Section A(1a－2d)Teaching Goals【教学目标】Key words：shake，blender，peel，pour，yogurt，honey，watermelon，spoon，add，finally，saltKey phrases：milk shake，turn on，cut up，one cup of yogurt，pour…into…，put…into…Key sentences：1. How do you make a banana milk shake?2. — How many bananas do we need?— We need three bananas.3. — How much yogurt do we need?—We need one cup of yogurt.Teaching Key Points【教学重点】The vocabulary：pour，yogurt，honey，watermelon，spoon，add，finally，saltTarget language：How do you make a banana milk shake？First，peel the bananas…How many bananas do we need？We need three bananas.How much yogurt do we need？We need one cup of yogurt.Teaching Difficult Points【教学难点】1. The differences between countable nouns and uncountable nouns.2. 学会使用how many和how much分别对可数名词和不可数名词的量提问。

第三课时Section B (1a—1e)教学目标通过本课的学习,学生能够:1.获取和梳理本课听力材料中有关如何制作三明治的内容,在语境中理解、使用相关的习惯用语和固定搭配;掌握对话中涉及的关键信息;理解并掌握本课时重点词汇:pieces of bread、tomato、onion、butter、lettuce、cheese。

(获取信息)2.在教师的帮助下,理解对话的逻辑框架,感悟对如何有步骤地做事情的方法。

(学习理解)3.深度思考如何有步骤、有计划地做成一件事,再用辩论的形式面向全班进一步扩展相关语言表达,清楚地阐述自己的观点,提高自身思维品质。

(内化应用)4.借助小组活动,在合作探究中引导学生对合理规划进行思考,从“心”出发,学会对事情有计划地安排执行。

(迁移创新)语篇研读What:本听力材料主要讲述了如何制作你最喜欢的三明治,在语境中理解、使用相关的习惯用语和固定搭配。

Why:听力材料通过对话讨论如何制作你最喜欢的三明治,让学生深度思考如何有步骤、有计划地做成一件事。

How:听力材料对话中涉及了一些短语动词的输入,结合语篇的整体语境,能够帮助学生理解掌握这些短语动词。

教学过程设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。

教学目标学习活动效果评价Lead-in通过图片描述,复习已学词汇,为新课程的学习做好引导和铺垫1.Greeting.2.Present new items by showing somepictures:pieces of bread,tomato,onion,butter,lettuce,cheese.3.Practice these usages by thinkingabout a question,“How do you make a教师观察学生能否运用已学短语进行练习,了解学生尚未掌握的部分,并及时给予帮助cheese sandwich?”和鼓励设计意图通过图片,让学生比较直观地了解单词和短语的意思,有利于培养学生直接用英语进行思维的能力【学习理解】Activity1: Listening practice 通过完成不同层次的听力活动,输入新的词汇及句型,练习学生获取关键信息的能力Pre-listening:Students answer the question“How doyou make a cheese sandwich?”and usethe following sentence structures. First,…Second,…Third,…Next,…Then,…Finally,…While-listening:1.Look at the picture in1a on page60.Listen and circle the words you hear.2.Listen again.Write the ingredients inthe order you hear them.Post-listening:Tell your partner how to make yourfavorite sandwich.教师观察学生能否通过图片找出听力材料的相关信息点,能否预测听力材料内容,并观察学生能否完成分层次听力任务,并及时提供帮助以及反馈设计意图通过多样性听力练习,学生完成相应的听力任务。

Unit8 SectionB（3a-Self Check）全英版教案Teaching Aims1. Knowledge objects(l)Function：Talk about how to make a kind of food.(2)Key V ocabulary：No new words(3)Target Language：To make this special food, you need to...(4)Structure：how question2. Ability Objects(1) Describing a process and follow instructions.(2) Learning to make imperatives First…. Next….Then.... Finally….(3) Learning about countable/ uncountable nouns.3. Moral ObjectsAfter learning this unit, we can make many delicious food for the people that we love.Teaching Key Points1. To learn to describe a process and follow instructions.2. To learn to make imperatives.3. To learn about countable/ uncountable nouns.Teaching Difficult PointsThe process and instructions of making something.Teaching MethodsMaking conversations. Writing Method.Teaching AidsA tape recorder and CAITeaching ProceduresStep 1 3a (about 5 minutes)T：Many people like to eat rice noodles, especially Yunnan rice noodles.Do you know how to make it? Here it is! Turn to page 63. Look at 3a.Read the recipe below and fill in the blanks with the words in the box.Step 2 3b, 3c (about 15 minutes)T：Now, it’s your turn to introduce your favorite food. Look at 3b. Think of a favorite food in your hometown. Make a list of ingredients. If you don’t how to say them in English, you can ask me for help.S：My favorite food is Beijing roast duck. To eat it we need green onion, sauce, pieces ofduck and some pancakes.T：We have written down the ingredients of the food. Can you write a recipe for it?You should use First, Next, Then and Finally in order to make your compositions clear.T：Let’s check the answers.S：First, check you have all the ingredients. You need green onion sauce, pieces of duck and some pancakes. Then, put duck, sauce and green onion into a pancake. Next, roll the pancake. Finally, eat it. It is very delicious.Attention：If there are some mistakes in the composition the teacher must correct them. If it is easy, the teacher can ask the students to correct it by themselves.Step 3 Self Check (about 14 minute)Let’s do some easy exercise to relax. Turn to page 64. Look at Self Check.T：We are going to finish this unit. Here are two parts to check what we have learned. First, look at part 1. Do you like to eat tomato and egg soup? Do you know how to cook it? Number these instructions for making tomato and egg soup in the correct order. Then complete the instructions with the words in the box.Check the answers.T：We all know sentences are made up of words. Can you make a sentence with given words? Now look at Self Cheek 2. Write questions and answers using the words in brackets.Check the answers.Step 4 4 (about 8 minutes)T：Some kinds of food w ere invented by accident. Now let’s try inventing a new kind of food. Look at Section B 4.First, make up a crazy recipe with your partner.Then, tell another pair of students how to make this crazy food. The other pair will draw it. Maybe you will be a great food inventor.Step 5 Summary and Homework (about 3 minutes)Let students sum up what they’ve learned in this class.Write a passage about the steps of your favourite food.Blackboard DesignUnit 8 How do you make a banana milk shake?The Fourth Period (Section B 3a—Self Check)First, check you have all the ingredients. You need green onion, sauce, pieces of duck and some pancakes. Then, put duck, sauce and green onion into a pancake. Next, roll the pancake. Finally, eat it. It is very delicious.。

Unit8 SectionB （ 3a-Self check ）教课方案【教材版本与册数】新目标人教版八年级上册【单元名称】 Unit8 How do you make a banana milk shake?【课时】 Section B 3a-self check （第 5 课时）【课型】 Writing （写作课）本课时教课方案步骤过程1Ⅰ .预备与激Revision&活先Warming期知识-up举措1. Ss:Fill in the blanks of the main idea of the passage in 2b:1.）We should(感恩于） our teachers and our parents.2.） It is very cold(当前 /此刻） .3.） I(吃了一顿大餐）with my parents last Saturday.4.)(主菜） on Thanksgiving Day is turkey — a big bird.目的连续性评论1.利用 IQEE 策略利用旧的词汇来与本堂 1.经过课前的预习||，培育课的话题辞汇成立起记忆连结||。

简单有学生的“ IIQEE”学习策效的激活学生与此话题有关的背景知识略激活学生的先期知识 ||，培育学生优秀的预习习惯 ||。

5.) Next ||，the turkey this bread mix.( 把 .....装满 ......)6.) Please the cheese the bread.(把 ....放在 ....上）||。

7.) You should the apples small pieces.(把 .....切成8.) The street(覆盖着）snow yesterday.Keys: 1) give thanks for2) these days 3) had a big meal4) The main dish5)fill with6) place/put on2.经过复习已知短语和熟读未知单词 ||，为后边的活动作好准备 ||。

设计主题How do you make a banana milk shake? Section B 3a-4.（Reading and writing ）1.整体设计思路、指导依据说明整体设计思路：This teaching design is based on the platform of ekwing, as a carrier for classroom tasks, it’s likewise the high efficien cy assistance of students’ learning progress. Ekwing provides Ss such a unique opportunity to practice English, to demonstrate students’ ability of language communicative competence.We aim to develop students ’ abilities with an integrated practice of reading & writing. After mastering the target language in this class, students will be actively encouraged to develop their reading and writing skills. Their effective communication skills will also be developed in their future study.2.教学背景分析教学内容分析：“How do you make a banana milk shake ” is the eighth unit in Go for it for the students of grade 8, and the topic is about cooking. Such topic can raise s tudents’ learning interest and develop students’ oral English as well. In this lesson, students will talk about how to makeReadingWriting Summary Circle the ingredientsWork on 3b HomeworkWork on 3c Fill in the blanks Watch a video Group work Warming-up and lead-inYunnan rice noodles and their favorite food, describe a process and follow instructions. They will learn the spirit of reading, learning to use the target language in writing.学生情况分析：The topic of this class stems from the cooking. Students of grade 8 have strong thirsty for reading and like to be challenged in writing. The activities of this class designed will arouse students’ learning interest，teachers will help to train the students’ practical abilities to use language, especially the reading and writing abilities.3.教学目标分析Knowledge objectives: 1. Ss will be able to master the linking words: first, next, then, finally ,one by one in Section B(3a-4).2. Ss will be able to know how to make some delicious food.Ability objectives:Ss will be able to understand and write the recipe by the mind map..Emotion objectives: Students will learn to express love to their hometown and make ourworld more and more beautiful.Strategy objectives: Through ekwing platform, Ss are able to enhance their high effectivewriting learning.4.教学重点、难点分析Teaching important points:How to describe a process of food with the adverbs of sequence: First…Next…Then …Finally…Teaching difficult points:How to use the key words and key structures to serve their writing practice. How to enable students to write a recipe more fluently by using the linking words and the mind map.5.教学过程设计Preview checkingCheck the new words and phrases by ekwing.【设计意图】利用翼课网对学生进行预习检测，结合后台数据及时对学生进行有效评价。

Teaching plan for reading lesson, section B, Unit 8How do you make a banana milk shake? J2ABy Zhong Qiuping Teaching objectives:1.Learn and practice the new words and phrases: traditional, traveler,celebrate, mix, pepper, fill…with, oven, plate, cover, gravy, temperature, serve, give thanks for etc.2.Reading skills and strategies:(1)Skimming the article and tell what the article is mainly about.(2)Scanning the way to make turkey and match the pictures [1—5].(3)Transferring information: other way to make turkey dinner (2d).(4)Word—guessing by context or word—formation.(5)Carefully reading for specific information to answer the questions.(6)Inferring the intention of writer for writing this article.3.Know something about Thanksgiving in the US and love ourmotherland and hometown, know traditional festivals’ meanings, understand the differences between Chinese and Western culture.Teaching key points and difficult points:Key points: consolidation the instructions and process of making food Difficult points: learn the related content about the history and culture of Thanksgiving Day in US.Teaching aids:Multimedia, ppt, chalks and BbTeaching procedures:Stage 1 Warming—up and Pre—readingStep 1 Free talk: T guides Ss to talk about the holidays or traditional festivals.Q1: What’s the date today?Q2: What is “Spring Festival”? Do you know?Q3: What other special festivals do you know?Step 2 T leads in the topic today by getting Ss to talk about the picture. Q4: What’s this?Q5: On which day do Americans eat turkey?Stage 2 While—readingStep 3 Ss skim the article and tell what the article is mainly about Thanksgiving Day.Step 4 T checks Ss’ answers.Step 5 Ss put another way to make a turkey dinner in order. Then find out the similar expression in the article.Step 6 Ss scan the instructions and processes of making a turkey dinner then match them with pictures.Step 7 T checks Ss’ answers.Step 8 Ss read the article carefully again for specific information andanswer the questions.Q1: Is Thanksgiving Day on the fourth Thursday in December?Q2:Is turkey the main dish of the Thanksgiving meal?Q3: What is the meaning of “traveler”? How do you guess? Please give some key words.Q4: Why do people celebrate it?Q5: How did people celebrate it? What about now?Stage 3 Post—readingStep 9 T gets Ss to discuss the intention of the article to write the article. Step 10 Ss work in six group to discuss the most special day in China with the questions.Q1: When is this special day?Q2: What are the reasons for this special day?Do people give thanks for anything on this day?Do people remember anything or anyone one on this day?Q3: How do most people celebrate this day?Q4: Is there any traditional food? What are the main dishes?Q5: Can you make these dishes?Step 11 Ss report their discussion in group.Stage 4 Summary and HomeworkStep 12 T guides Ss to talk about what they learnt from the article today. Step 13 Homework。