人教英语八年级上册unit 8 section B 1a1e教案.docx

人教英语八年级上册unit 8 section B 1a1e教案.docx

《人教英语八年级上册unit 8 section B 1a1e教案.docx》由会员分享，可在线阅读，更多相关《人教英语八年级上册unit 8 section B 1a1e教案.docx（10页珍藏版）》请在冰豆网上搜索。

人教英语八年级上册unit8sectionB1a1e教案

TeachingPlan

【初中英语教学设计】

Sub

ject:

Unit8Howdoyoumakeabananamilkshake?

SectionB（1a-1e）

School:

FenghuaMiddleSchool

Name:

Unit8Howdoyoumakeabananamilkshake?

SectionB（1a-1e）教学设计

一、TeachingGuideline

Englishnewcoursestandardemphasizesstudents’interests,lifeexperiencesandcognitivelevel.Italsoemphasizestodevelopstudents’communicativeabilityandmakelearningprocessbefullofpositiveemotionalattitude,activethinking,boldpracticeandcross-culturalconsciousness.Therefore,accordingtothese,Ihavedesignedmylessonasfollowing.

二、TeachingBackground

1、AnalysisoftheTeachingMaterial：

ThisperiodisselectedfromUnit8ofGoforitGradeEightofPeople’sEducationPressinEnglish.Themaincontentofthisunitisteachingushowtomakefoodandfollowinstructions.WehavelearnedhowtomakesomespecialfoodinSectionA,suchasmilkshakeandsalad.AndthislessonisSectionBfrom1ato1e.Itplaysanimportantroleinthewholeunit,whichisaconnectinglinkbetweentheprecedingandthefollowing.Thestudentswilllearnhowtomakesandwiches.Itnotonlyincludessomebasicnewwordsofthisunit,butalsohasthebasictasksforstudents.AndthispartwillgoonlearningSimplePresentTenseandtheimperativesentence.

2、Analysisofthestudents:

ThestudentsinGrade8havelearnedEnglishformorethanoneyearsofar.TheycanspeaksimpleEnglishverywell.AndthestudentsinGrade8areactive.Theyliketodothingswiththeirownhands.Buttheycan’tkeeptheirmindslongfocusingononething.Sointhisclasswewilllearntheinstructionsbymakingthefoodbythem.Wewilldooralpractice,trytoimitate,workinpairs,andworkingroupsandsoon.ThycanlearnEnglishthroughallkindsofactivities.

三、TeachingAids

1、Teachingtools：

blackboard,multi-media,somematerialsofmakingsandwiches（bread,butter,lettuce…）

2、Learningtools：

textbook,atutoringpaperforstudents

四、Teachingaims

1.Knowledgeaims

●keyvocabulary:

ingredient,amount,sandwich,lettuce,butter,turkey,slice

●Targetlanguage:

⏹Howdoyoumakeasuperchickensandwich?

⏹First…..Next….Then…..Finally….

2.Abilityaims

Learntodescribeaprocessofmakingakindoffood;learntofollowinstructions

3.Moralaims

●Makesomethingwithourownhandsandsharewithothers

●Learntoformtheco-operativeandcompetitivestudyattitude.

●Tobegoodchildrenoftheirparentsandshowthemtheirlove.

五、TeachingKeyPoints

●Thepronunciationandusageofnewwords

●Learntodescribeaprocessandfollowinstructions.

●Learnthestructuresandtheusageoftheimperativesentence

六、TeachingDifficultPoints

●Learntodescribeaprocessandfollowinstructions.

●Sometargetlanguage

七、Teachingandlearningmethods

1.Teachingmethods

ØCommunicativeteachingmethod

ØAudio-visualteachingmethod

ØTask-basedteachingmethod

2.LearningStrategies

ØSelf-learningstrategy

ØCooperativeLearningmethod

ØDiscussion

八、Teachingprocedure

StepⅠWarming-up（1minute）

Teacher’sactivity

Students’activity

Purposeofdesign

1.Greeting.

2.ShowadialoguebetweenZhaoBenshanandFanWei.

T:

Boysandgirls,doyouknowhowtoputanelephantinafridge?

T:

Let’slookatFanWei’sanswertothequestion.

1.Greetbacktotheteacher.

2.Ss:

No.

（First,openthefridge.Then,puttheelephantinit.Finally,closethefridge.）

Givestudentsaveryrelaxingenvironmentandattractstudents’attentionatthebeginningofthisclass.Atthesametime,reviewtheknowledgetheylearnedbefore.

StepⅡPresentation（16minutes）

Teacher’sactivity

Students’activity

Purposeofdesign

1.Showapictureofasandwich.

1）T:

Doyoulikesandwiches?

2）T:

Whatdoyouwanttoputinyoursandwich?

（随机抽取学生回答）

1.1）Ss:

Yes,wedo.

2）S1:

Inmysandwich,Ilikeeggs.

S2:

Iliketomatoesinmysandwich.

…

Usealivelypicturetowakeupstudents’studyemotionandwillingtowardstoday’stopic.

2.Fast-reading（Task1）

1）T:

Pleasereadthefollowingtextquicklyandthenfinishthechart.

2）Nowpleasediscusstheanswerswithyourpartner.

3）T:

Whocangiveusyouranswers?

（Group1作答）

2.Fast-reading

1）Studentsreadthepassageontheirownandtrytofinishthetask.

2）Twostudentsasapairtodiscusstheiranswerswrittenonthetutoringpaper.

3）S1:

Aspoonofbutter,twopiecesofbread,anonion…

S2:

…（Doyouagreewithme?

）

Fast-readingisusedtohelpthestudentsgetthegeneralideaofthewholetext.Thestudentsalsohaveachancetodevelopbothself-learningandreadingability.

3.Carefulreading（Task2）

1）T:

Pleasereadthepassageagaintofindouttheimportantlanguagepointsandwritethemdownonyourpaper.

2）T:

Nowyoucandiscussthemingroups.

3）T:

Whichgroupwouldliketoshareyourideaswithus?

T:

Doyouagreewiththem?

Ifyouhaveotherideas,youcanaddmore.

（Group2作答）

3.Carefulreading

1）Studentsreadthepassageagainandtrytofindouttheimportantlanguagepoints.

2）Studentsdiscusswithothermembersintheirgroups.

3）S1:

Cutup（切碎），addAtoB（把A添加到B上）.

S2：

Put…onthetop（把……放在顶端）.

S3:

It’stimetodosth.（该做某事了。

）

…

Carefulreadingcanhelpthestudentsgainmoredetailsandfindoutthekeylanguagepoints.

（Themethodofdiscussionisemployedtoactivatetheclassatmosphere,andthestudentscanalsogetnewknowledgeinthediscussion.）

4.Assessment

（此处教师可对学生前两项任务的完成情况做出及时的评价与反馈。

）

Studentscangetthenodfromtheteacher,suchasgood,wonderfulandsoon.

Encouragingthestudentstoshowthemselvesbravelyintimecanarousethestudents’interestsinthisclass.

StepⅢPractice（10minutes）

Teacher’sactivity

Students’activity

Purposeofdesign

1.Dosomeexercises.（Task3）

1）T:

NowIwillgiveyouseveralminutestodothefollowingexercises.

2）T:

Checkyouranswerswithothers.

3）T:

Whichgroupwouldliketogiveusyouropinions?

（Group3作答）

1.1）Studentsdoexercisescarefully.

（Theteachershouldwalkaroundtheclasstohelpstudentsinneed.）

2）Studentsdiscusswitheachother.

3）S1:

Thefirstone:

many.

S2…S3…S4…S5…

（S6:

Dearclassmates,doyouhaveanyotherquestion?

）

Bypracticingusingthesenewwordsandexpressions,thestudentscanknowhowtousetheminEnglishandtheycanmastertheusagesofthembetter.

2.Listeningpractice.（Task4）

1）T:

Nowlet’slistentothetaperecordertofillintheblanks.

2）T:

Weneedvolunteerstochecktheanswersforus.Whichgroupwilltellusthefinalanswers?

（Group4作答）

2.1）Studentslistentothetapecarefully.

（此时教师应关注学生们听的状态，及时发现出小差的学生。

）

2）S1:

apieceof

S2:

cutup

…

（S6:

Dearclassmates,doyouhaveanyotherquestion?

）

Listeningpracticeishelpfultoimprovethestudents’listeningability.

（Throughquestioningfromthestudents,theteachercanfindoutthedifficultproblemswhicharen’tsolved.）

3.Assessment

（此处也需对学生们的表现做出相应的评价，如：

good,super,cool,tryharder…，也可引导学生互评。

）

Studentsareexpectedtoassesstheirclassmatesinaproperway.

Guidethestudentstoassesstheirclassmatesinaproperway.Ifthestudentsarepraisedbybothteachersandclassmates,theywillbemoreinterestedinthisclass.

StepⅣProduction（15minutes）

Teacher’sactivity

Students’activity

Purposeofdesign

Groupwork（Task5）

1.T:

Nowyoucanmakeasandwichthatyoulike.Beforemakingit,pleasemakealistoftheingredientsandtheiramountyouneedonyourtutoringpaper.

2.Role-play

T:

Weneedsomestudentstoshowusyourachievements.Pleaseuse“First….Then…Next…Finally”totellushowyoumakeit.

（Group5&6展示）

Groupwork

1.Thestudentsinagroupworktogethertomakeasandwich.Eachmemberisexpectedtotakepartinthisactivity.

2.Somegroupsshowtheirachievements.

S1：

Todaywewillmakeadelicioussandwichforyou.Whatdoweneed?

S2:

Weneedtwopiecesofbread,onetomatoand…

S3:

Nowlet’sdoit.First…

S4:

Then…

…

Providearealsituationwithsomematerialsofmakingsandwichesforstudents.Encouragethestudentstomakefoodwiththeirownhands.Cultivatethestudents’co-operative,communicativeandpracticalability.

StepⅤSummary（2minutes）

Teacher’sactivity

Students’activity

Purposeofdesign

1.Studentssumup.

T:

Whocantelluswhatyouhavelearnedinthisclass?

2.Theteachersumsup.

1.S1:

Welearnedsomenewwordsandimportantlanguagepoints.

S2:

Welearnedhowtomakeadelicioussandwich.

…

2.Thestudentslistentotheteachercarefully.

Trainthestudentstoconcludetheknowledgebythemselves,notjustdependonteachers.

StepⅥHomework（1minute）

Teacher’sactivity

Students’activity

Purposeofdesign

T：

Toshowyourlovetoyourparents,Ihopeyoucanmakesomespecialfoodforthemafterschoolandtryyourbesttowritedownthesteps,OK?

Seeyounexttime.

Ss:

OK!

Seeyou!

Thispartisaimedatconnectingwhatstudentshavelearnedinclasswiththeirreallife.Itmakesthestudentsunderstandthelovefromtheirparentsandthankthemforthelove.

九、BoardingDesign

Thepurposeofmydesigningistomakethestudentsseethekeypointsmoredirectly.

十、设计反思

本节课我主要运用任务型教学法及情景交际法，并采用多媒体课件进行教学。

因为兴趣是最好的老师，为了激发学生的学习兴趣，我设计了生动形象的图片及活动来吸引学生的注意力。

按照任务型教学的基本理念，课堂任务的设计选择贴近学生实际生活的话题内容。

提供符合真实生活的学习情景，通过自主、合作、探究培养学生主动学习英语的兴趣，自学能力和合作能力。

让学生多说英语，在用中学，学以致用。

附件1.学生学案

Unit8Howdoyoumakeachickensandwich?

SectionB（1a-1e）

Date:

________________Class:

______________Name:

_________________Teacher:

课前热身

1、Doyoulikesandwiches?

2、——Whatdoyouwanttoputinyoursandwich?

——Inmysandwich,Ilike___________________.

一、生活小趣味导入

二、自主学习→组内交流→展示质疑

☆温馨提示：

文明、和谐、高效，全员参与，互教互助。

SuperChickenSandwich

Hereisone