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视频标签：banana milk
所属栏目：初中英语优质课视频
视频课题：人教版新目标英语八年级上册Unit 8 How do you make a banana milk shake 3a---Self Check甘肃省优课
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人教版新目标英语八年级上册Unit 8 How do you make a banana milk shake 3a---Self Check甘肃省优课
Unit 8 3a---Self Check
1. Analysis on the period
This period is the last period of Unit 8.It is about learning to write a recipe with the conjunctions and the structures students have learnt in this unit.
2. Analysis on students
Students are interested in the topic.They are familiar with the dishes talked in this period.In this unit, they have learnt the conjunctions to express steps,such as first,next,then etc.They also learnt to use the verb phrases,such as cut up,mix up etc.
3. Teaching aims
(1) Knowledge aims
To review the conjunctions.
To review “how many””how much”questions and answers. To learn how to write a recipe. (2) Ability aims
To practice students’ speaking and writing skills.
To use the conjunctions and the verb phrases in natural speech. (3) Moral aims
To aware students to cherish food . To inspire students to cooperate with others.
4. Key and difficult points
(1) Use the amount of the ingredients and the verb phrases in writing a recipe.
(2) Describe the cooking steps with the conjunctions in a recipe.
5. Teaching methods
Discussion, task-based teaching, cooperative learning.
6. Teaching aids
Slide-projector, the class recipe, phone, food.
7. Teaching procedures
Step 1 Lead-in
1. T: Look! What kind of book is it? Ss: It’s a recipe.
T: Why don’t we make a class recipe? 2. Present the class recipe and begin to make it.
(设计意图：激发学生兴趣，引出制作班级食谱的话题。) Step 2 Dish 1
1. T: The first dish I choose is simple. What is it?
2. Present the picture of the tomato and egg soup and have Ss name the food.
3. T: What do we need? How many tomatoes and eggs do we need? 4. T: I forgot the order to make the tomato and egg soup. Can you help me?
5. Ss stick the steps on the blackboard and use the conjunctions to express
the steps. 6. Ss read loudly.
(设计意图：复习本单元how many和how much句式，同时使学生知道食材适量使用，做到不浪费。学习制作第一道简单菜式，学生对菜谱制作有初步了解。) Step 3 Dish 2
1. T: There is a classmate from Yunnan. We can make a dish in Yunnan for him.
2. T plays a video about Yunnan Rice Noodles. 3. Ss look at a picture about Yunnan Rice Noodles. T: What do we need to make Yunnan rice noodles? How many eggs do we need?
How much chicken/meat/lettuce do we need?
4. T shows the steps to make Yunnan Rice Noodles and Ss learn. 5. Ss fill in the recipe in 3a.
6. Check the answers and Ss read loudly.
(设计意图：通过本班云南学生的最喜爱菜式引入，观看视频激发学生学做云南米线的兴趣，使学生对制作菜谱有整体感知，同时通过对话再次复习how many/how much句型。) Step 4 Pre-writing
1. T: We have two recipes in the class recipe.
Ss compare two recipes to choose the better one and think about the
reason why it is better.
2. T: If we want to make a recipe,what do we need to write?
3. T and Ss conclude the two points of a recipe: ingredients and process. (设计意图：探讨制作菜谱时所用的文章结构以及所需包含的内容。) Step 5 Group work (Dish 3)
1. T: We have two recipes in the class recipe. But they are normal. Do you want to make any crazy food?
2. 4 Ss a group and make a recipe for the crazy food. 3. Ss have a report of their crazy food. 4. T gives the prize for the craziest group.
(设计意图：要求学生使用所学的方法在小组内制作菜谱，由黑暗料理入手激发学生兴趣和创造力。奖励最疯狂的小组，奖品为鸡蛋牛奶醪糟，为下一环节最喜爱食物的食谱制作做铺垫。) Step 6 While-writing (Dish 4)
1. T: What is the prize for the craziest group? I cooked it this morning. It’s my favourite food. I made a recipe for it.What’s your favorite food? 2. Ss make the recipe for their favourite food and show in class.
(设计意图：思考自己最喜爱的食物是什么，学生独立完成食谱制作，应用并巩固本节课所学。) Step 5 Post-writing
Read a poem loudly and tell Ss to cherish food.
(设计意图：朗诵最熟悉的诗歌«悯农»，升华本节课主题，希望学生
在烹饪过程中，适量使用食材，不浪费，爱惜粮食。) Step 6 Homework (1) Finish writing a recipe.
(2) Make some food for your family or your friends. 8.Blackboard design
Unit 8 Section B 3a---Self-check
1. Tomato and egg soup 2. Yunnan Rice Noodles 3. Crazy food
4. The favourite food
8. Teaching reflection
本课时是第八单元的最后一个课时。本单元的话题是讨论食物的制作方法，学习如何表达制作步骤。在本课时中要求学生复习本单元内容，运用表达顺序的副词、动词短语、名词单复数等来制作食谱。本班学生对美食话题很感兴趣，部分学生有烹饪经验，能够简单做一两道菜。同时，学生已经掌握并能够在语境中使用顺序副词、动词短语及名词单复数等。通过本节课的学习，不仅让学生们熟练运用所学制作菜谱，也让他们了解用适量的食材做适量的食物，不浪费，珍惜食物。
本节课的优点有以下几个方面：
1. 由菜谱大全导入话题，提议大家一起动手制作一本班级食谱。
recipe
ingredients process First, Next, Then, Finally
a pot of... a bowl of...
some pieces of... one...
structure name beginning body end
班级食谱贯穿始终，在创设的情境中，由简单菜式的菜谱到复杂菜式的菜谱，由小组共同制作菜谱到个人独自完成菜谱，从简到难，层层递进，在一定输入后再要求学生输出。制作班级菜谱分为四个部分，是独立的活动但又统一在班级菜谱的情境中。创设情境，培养学生的语言运用能力，使学生将所学知识转化为生活经验，提高学生的语言运用能力，从而提高英语学科的核心素养。
2. 制作班级菜谱增强了班级凝聚力，一页页菜谱汇聚成一本班级菜谱大全，正如班级中点滴的个人力量汇聚成强大的班级力量。
3. 教与学有机结合在一起。在教学过程中，既有教师灵活的教，也应有学生积极主动地参与，才是真正意义上的教学。比如，在制作云南米线时，老师先教制作方法，然后要求学生看着动作一起来说出制作方法。这个活动增强了学习趣味性，引发学生思考、记忆，体现了学生的主体性和教师的指导性。这既完成了教学任务，学生在学到知识同时亦学得开心有趣。
4. 在小组活动时间，由在牛肉面中加入巧克力这一个例子引入crazy food，激发学生学习兴趣。写后要求两名学生分享小组菜谱，其中一人介绍，一人做。通过动作的展示，帮助其他学生理解菜谱，再次记忆动词短语。最后设计了最疯狂的小组将得到神秘奖项这一活动，旨在让学生在运用所学的基础上发散思维，发展创造力。在这一环节中，学生的表现可圈可点，不仅写出疯狂的黑暗料理食谱，同时也有精彩的展示。
5. 小组活动要求共同完成一份菜谱，集思广益，为个人独自完成
菜谱打下基础。小组活动的神秘奖品是我做的兰州特色小吃——鸡蛋牛奶醪糟。这也是我最喜爱的食物之一。由此导入学生最喜爱食物的写作。再次给出范例，帮助学生更好的完成菜谱。
6. 本节课中，边学课本上的菜谱边总结出如何制作菜谱，同时也总结出所用到的短语。学生不仅仅是在机械地学，也在动脑思考。
7. 本节课中，整合了教材，将西红柿鸡蛋汤设计为第一道简单菜式。在输入过程中，通过how many/how much的提问来复习可数与不可数名词。将所学的知识点融于整个课堂中，而不是某一部分。
8. 最后一环节中，一起诵读耳熟能详的古诗来告诉学生珍惜粮食的道理。同时在整节课中，how many/how much的提问强调适量食材的使用，让学生感知烹饪时如何切实可行的做到珍惜食物。
9. 本节课中，灵活应用了手机和多媒体。在学生完成写作后，手机拍照上传到白板上，使课堂教学更为便捷，学生菜谱的展示也是一目了然，方便互相学习和互相纠错。
本节课的不足有以下几个方面：
1. 课程内容较多，时间紧张。在完成菜谱后，学生展示的时间比较少。尤其是在crazy food环节，很多小组做的都很不错，但只能选取三组。
2. 最后写作环节，将教师点评换成学生互评改错，让学生发现优点与错误，更能激发学生自主学习的兴趣，体现学生是课堂的主体。
3. 课堂中评价语言可以更加丰富，可以在与学生的交流中去评价学生的表现，给学生鼓励，润物细无声。
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