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視頻標簽：make a banan,milk shake
所屬欄目：初中英語優質課視頻
視頻課題：人教版初中英語八年級上冊Unit 8 How do you make a banana milk shake grammar focus江西省優課
教學設計、課堂實錄及教案：人教版初中英語八年級上冊Unit 8 How do you make a banana milk shake grammar focus江西省優課
Teaching Design
Teaching aims （教學目標） 1. Knowledge Objects
進一步掌握可數名詞和不可數名詞和How much/ How many 引導的 特殊疑問句。聽懂制作一種食品的對話材料，并條理性掌握對于制作過程的描述。
Language points (語言點)
詞匯 1)名詞 n. yogurt, watermelon, honey, spoon, ingredient, pot, salt, sugar,cheese
2) 動詞 v. drink, peel, pour, put, add, need, cook 3) 連接詞 first,then, next, after that,finally 4) 詞組 turn on, cut up, add to, put into, pour into 句型：I want to make ... for ..How many ... do we need ?How much ... do we need? First, ... Then, ...Next, ...After that Finally, ... 2. Ability Objects
Enable students further master the special questions of “how many” and “how much”.
Enable 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 west
ern 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, V. Teaching Procedures
Step1 Revision
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.
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. After reading, ask them “What do we need according to the co
nversation?” This step is to help students review the ingredients for Russian soup.
3. Further ask “What are the steps?” Let students complete the conversation.
Step2 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 Present 6 pictures on the screen. Students speak out English names. Help them get a conclusion that they have different forms: countable nouns have singular and plural forms while uncountable nouns only have singular ones. 7. Secret2 Prepare students four sentences. Ask them to fill in the blanks. Then ask one student to get the secret. According to the forms of countable nouns, the predicate verbs should also have two forms: singular or plural, while the verbs of uncountable nouns only have singular forms. 8. Secret3
①There are three pictures on the screen. Ask students “How many_______s do Remy need?” Students will answer a/one/three/four c.n.s
②There are two pictures on the screen. Ask students “How much_______ do Remy need?” Students will answer “u.n. or some/much+u.n. or a/two ______(s) of______”
③Give examples to make a comparison between countable nouns and uncountable nouns.
④Students get a conclusion by filling the blanks. In this way, they get the third secret. 9. Exercise
①Finish exercise 3a on the textbook. ②Find out the best choice.
10. Make a summary of the three secrets.
11. Tell students the winner group can enjoy the following dishes. Then show the pictures for them.
Step3 Activity3 (Make a special milk shake)
1. Tell students that there’s one more dish for us. And it’s free.
But we must make it by ourselves.
2. Before finishing this dish, we must finish exercise 3b. Then we can write down the steps of making fruit salad according to making popcorn.
3. Complete the questions and answers. Then match them. 4. Students read the conversation. (Rewrite the exercise into a conversation before class to help them understand the exercise actually is a conversation.)
5. Ask students to make a conversation of milk
shake like the conversation of making popcorn. And let them know the ingredients we have. (I prepared 2 kinds of fruit: pears, bananas. And I prepared milk as well. They are all on the desk.) 6. Students write down their conversations. 7. Invite one group students to make the milk
shake
on their own. (Two students work in pair to speak out their conversation and make the dish at the same time.) 8. Let the whole class enjoy the dish made by the students.
Step4 Summary
1. The linking words: first, then, next, finally. 2. The three secrets of the countable nouns and uncountable nouns.
Blackboard Design
U8 How do you make a banana milk shake?
First chef Then green hand Next
Finally group1 group2 Secret1 Secret 2 Secret 3
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