《新目英语年级上册Unit7》教学设计.docx

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1、新目英语年级上册Unit7教学设计新目标英语八年级上册Unit 7教案 一、教学目标 1、通过学习，大多数学生能学会用first, next, then, finally描述奶昔、色拉等的制作程序。 2、 通过学习，大多数学生能理解并运用祈使句表示要求、命令、指示等。 3、 通过学习，大多数学生能理解并能根据指令完成相应的任务。 4、 通过学习，大多数学生能分析归纳可数名词和不可数名词的区别与用法及可数名词和不可数名词如何表示量。 5、 通过学习，大多数学生的实际生活能力能有所提高，能学会看和写一些生活中常见的菜谱。 二、教学重点： 1、词汇：a banana milk shake, blen

2、der, turn on, cut up, peel, pour. 2 、重点句型: How do you make a banana milk shake? First, Next, Then, Finally, 3、话题: 围绕 “How to make a banana milk shake?” 展开讨论。 三、教学难点： 1、和运用可数名词与不可数名词。 2、用英语对食物的制作过程进行描述。 四、教学策略： 交际策略：通过小组讨论、开展调查等研究，明确用中学、在交流中学习； 调控策略：通过合作学习，启发学生思维，培养他们的动手能力和合作精神，学会自我评价；通过向别人介绍自己做过的事情、

3、达到互相学习和拓展知识的目的 五、教学环境和教学用具 多媒体教学新单词和句子，具体形象；利用多媒体也有利于情景的创设，激起学生学习的兴趣和欲望。 六、课前探究设计 课前准备：学生带一种水果或蔬菜，以小组为单位，准备做水果拼盘。教师制作乃昔。 课前探究的问题与方案：Do you like eating food? What is a banana milk shake? Do you know how to make a banana milk shake? 七、教学过程 Step 1 Warming-up Get the whole class to watch the flash video

4、,and sing the song “One hamburer, two hamburgers,.”together. Step2 Presentation 1、Chat between students and teacher Show the Ss pictures of the fruits/drinks/food,ask them “Whats your favorite fruit/drink/food?” S1:My favorite fruit is. S2: my favorite drink is. S3: My favorite food is. S4:. Present

5、 the new words in this part in the same way. 2、Guess and attract the students interest T: Whats my favorite drink? Can you guess? Then the teacher shows the Ss a glass of banana milk shake, ask some to taste it.Then asks students “Whats this/ Whats in it? Do you know how to make it?” 3、Watch the vid

6、eo and present the structures Let Ss watch the video about how to make a banana milk shake,Show Ss the sentences and the actions on the screen, ask them to watch and repeat. How do you make a banana milk shake? a. Peel three bananas. b. Cut up the bananas. c. Put the bananas and ice cream into the b

7、lender. d. Pour the milk into the blender. e. Turn on the blaender. f. Drink the milk shake. Step3 Practice Ask Ss to look at the pictures on P41, and fill in the blanks quickly, and then check the answers A guessing game. Ask one student to go to the front and show him some pictures. let him look t

8、 it and act, and the others guess. Let Ss confirm the key words like “peel, cut up, put into, pour into, turn on, drink”. Step4 Listening and imitating T: Two Ss are making a banana milk shake. Do you want to know how they make? Ask Ss listen to the tape and put the instructions in the correct order

9、.(SectionA 1b) Let Ss listen and imitate. Step5 Pairwork T: Do you remember how to make a banana milk shake? If you can, talk about it with your partner. Then some students make coversations on how to make a banana milk shake. Step6 A task Ask Ss to work in groups. Let Ss make a fruit or vegetable s

10、alad they take. Ask each group to describe the process. Step7 Homework 1.Review the new words and sentences. Make a milk shake for your family. And describe the process and write it down. 十一、板书设计：How to make a banana milk shake? First peel. Then cut up Then putinto Next pourinto After that turn on F

11、inally drink 教学反思 时代在变，世界在变，事物都在发展，教育理念的更新也是势在必行，由David Nunan倡导的任务型教学主张Learn by doing。本节课我始终坚持运用“在做中学，在做中用”的教育理念，对教材进行整合，创造性地挖掘和利用教学资源，并根据学生的环境和接受能力设计了各种行之有效的任务和活动，将语言应用的基本理念转化为具有实践意义的课堂教学方式。整节课，学生兴趣盎然，参与度高，学习效果非常好。 课后我及时反思了自己的教学行为，反思自己是用什么方式把教学理念转化为教学行为？首先我以flash的形式让学生听唱歌曲，以此来活跃课堂气氛，达到凝神和激趣的效果，学生的学习主动性增强。接着借助图片给学生扩展一些有关食物的词语以便学生在对话和活动中运用，然后通过录象和实物展示如何制作乃昔，从而引出句型和短语，在兴趣盎然中起到了点题的效果。之后，学生两人小组讨论如何制作乃昔，学生在协作学习中自主地巩固了目标语言。完成a,1b后，开展小组活动，合作制作一种食物, 此时，学生的团体合作精神得到了充分的发挥，他们共同协作，发挥想象力和创造力，在实际操作中运用所学的语言表达出食物的制作过程。本课正是通过精心设计的各种行之有效的任务和活动切切实实地将“在做中学，在做中用”的教育理念转化为具体的教学行为，这正是本节课的亮点所在。