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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 Section B 1a-1e廣東省 - 汕頭
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 Section B 1a-1e廣東省 - 汕頭
Unit 8 How do you make a banana milk shake?
Section B 1a-1e
（人教2011課標版初中英語八年級上冊）
一、 學情分析
本班學生熱愛生活、相處融洽。他們學習途徑單一，主要靠課內教材開展學習，課外英語知識較少，很喜歡老師為他們組織英語歌曲小組賽、迎新派對、雙語讀物閱讀分享會等課外活動；在課堂上他們喜歡整齊劃一的學習活動，不注重思考與語言的綜合運用；學習自主性較差，較依賴教師的學習指導和管理，對于開放性、綜合性的活動需充分的前期準備。針對以上情況，教師在實施本課之前必須充分指導學習準備，包括實踐活動的分組、組員分工、活動程序講解等。
二、 教材分析
（一）本單元教材概況
本單元屬于《新目標英語》八年級上冊第8單元，話題為cooking；功能包括describing a process與following instructions；詞匯主要是該話題相關的名詞（可數、不可數）及少量動詞；句式以祈使句見多；整個單元的內容編排與任務型教學非常契合，各個課時的任務見下表： Section Period Scope Tasks
A
1st 1a-2d
Making a banana milk shake Making Russian soup 2nd Grammar Focus 3a-3c Making popcorn
B
1st
1a-1e Making a sandwich
2nd 2a-2e Reading about a turkey dinner
Talking about traditional food for special days. 3rd
3a-4 Self Check
Making Yunnan rice noodles
Writing recipes for your favourite food.
（二）本課教材特點
本課教學內容少、難度低，教師應根據實際教學所需整合單元教學整合，加大教學容量，設計融語言、文化、思維為一體的課堂活動。教材處理的主要措施見下表：
內容 特點
處理方式
詞匯
詞匯量少、類型單一（食材類名詞為主）。 加深對詞匯內涵的理解；為學生提供分類詞表，為后面課時的任務拓展豐富詞匯，如食材、工具、烹飪方法等。
語篇
本課含三則對話，1c, 1d的對話為主要語篇，具有口語化、內容簡單的特點，食物制作方法、順序及量的表達較為寬泛。 把1c改寫成一段簡潔、邏輯性強、條理清晰的話語，用于演示性活動的獨白，為稍后課時獨立擬寫完整的食譜做鋪墊。幫助學生區分演示性獨白和閑聊式的對話之功能差異。 課型 聽說課。
重點在聽說技能的培養，主要任務是在課堂上合作完成三明治的制作和展示；難點是活動現場的動態管理。
三、 教學目標 （一）語言能力
1. 在聽說中熟練運用以下詞匯： sandwich [ˈsændwɪtʃ] n. 三明治 butter[bʌtə] n. 黃油 turkey [ˈtɜ:ki] n. 火雞
lettuce[ˈletɪs] n. 萵苣，生菜
Imperatives, how many, how much questions, adverbs of sequence and uncountable nouns. 2. 能夠使用簡潔、清晰的語言講解步驟。 （二）文化意識
1. 了解西方飲食文化，增強跨文化意識，拓展國交際視野； 2. 弘揚中國傳統文化，堅定文化自信。 （三）思維品質 1. 學會表達順序； 2. 學會使用分類詞表；
3. 在實踐性學習活動中發展創新思維能力。 （四）學習能力
1. 在教師營造的信息化教學環境下，學會使用、收集、共享、共創資源，增強資源意識； 2. 學會使用Wikipedia、《牛津英語高階雙解詞典》、講義等提高學習效率，拓寬學習渠道； 3. 與同伴分工合作，在實踐性活動中促進有效學習和發展。
四、設計思路
“以美食會友”是本課的設計主線，包括American food—Chinese food—Home cooking三個主要部分。為使本教學設計整體感更強，教師借“美國朋友Evan的美食分享”為線索來安排這三部分的教學活動。具體如下： Part Clues
Activities
1 美國朋友Evan向本班學生介紹American food。
通過Making a sandwich了解西方飲食文化。
2 Evan向本班學生了解Chinese food。 通過A Contest on Chaoshan food展示中國美食文化的內涵。
3
師生計劃邀請Evan到本班教室參加Food Festival。
布置學生回家學習傳統美食的制作，為本單元結束后的Food Festival做好準備。
本課的課件設計上也有幾個特點：突出教學活動的結構，過渡良好，采用大量圖片促進聽說訓練、提高教學效率，電子相冊、潮汕美食知識競賽題、學生自制視頻都屬于原創作品。
本課的學生講義設計綜合考慮了課前預備、課堂活動輔助、課后拓展任務，力求設計得實用、科學。本課的課后任務是一項拓展性、實踐性活動——美食節，其方案可操性強。
五、板書設計
Unit 8 How do you make a banana milk shake?
Section A, 1a-1e For demonstration:
To make a ... sandwich, we need ...
Here are the steps. First, ... Next, ... Then, ...
(Screen)
Words:
sandwich [ˈsændwɪtʃ] n. butter[bʌtə] n. turkey [ˈtɜ:ki] n.
Finally, ...
That’s all. Thank you. For free talk:
What do you like in your sandwich? How does it look? What should I do next? Can I use your ...? Please pass me ... lettuce[ˈletɪs] n. Listening:
First
Next
Then
Finally
六、教學過程
Part 1 Making a Sandwich
Step 1 Lead-in ( 2 minutes)
1. Teacher plays a piece of music before the class get in and then shows a digital album about
American food.
T: Good morning, class. Unit 8 is all about food and I know you love it. Do you remember my American friend Evan? He enjoys eating, too. Come and meet him.
(Evan’s words: Hello, I’m Evan. You’re interested in American food? I’ve made a photo album for you. Come and have a look. ).
2. While the photo album is on, Teacher guides students to name the food and drinks.
T: What’s this? Is this a drink? Is it a dessert? (Ask while playing the album.)
【設計意圖】電子相冊Evan’ s favourite foods and drinks所展示的食物、飲品是七年級上冊以來所學的美國飲食詞匯：hamburger, sandwich, hot dog, pancake, salad, coffee, orange, milk shake, chocolate, ice-cream。相冊兼有導入話題、復習詞匯、激趣等作用。在播放的過程中，教師采取free talk的方式和學生一起回顧這些詞匯。
Step 2 Revision ( 3 minutes)
3. Teacher shows two of the students’ self-made video clips.
T: You love American food, so last week we made fruit salad and a banana milk shake. Let’s share two of the best self-made videos.
4. Students recall the process of making a banana milk shake and making a fruit salad.
T: Who is this? It’s awesome. She speaks good English and makes a nice video.
【設計意圖】Section A第二課時的作業是：學生完成兩個美食制作任務之一，請家長用手機拍攝，有條件的可用相關軟件進行后期制作，加插字幕、表情、背景音樂等。該環節的兩個視頻是全班60個作品精選出來的優秀作品，即用于復習也有助銜接本課的新任務。教師和繼續采用free talk的方式與全班同學簡單交流對視頻作品的評價，
Step 3 Presentation ( 5 minutes)
5. Students read out the definition of “sandwich”: Two slices of bread, often spread with butter,
with a layer of meat, cheese, ect. between them.
T: Today, we’re going to make sandwiches here, in class. Do you it’s great? Let’s learn the word.
T: I have 4 questions for you. Question 1, What is a sandwich? Did you check your dictionary? Read out what the dictionary says.
6. Teacher shows some pictures about sandwiches, so as to help students have a concrete idea
about sandwiches. T: Question 2: What does a sandwich look like? Are these all sandwiches? 7. Students talk about the ingredients of a sandwich.
T: Question 3: What’s in a sandwich? Did you search the Internet? S1: Bread, meat, vegetable, relish. T: Right. But what meat?
S2: Chicken, beef, pork, lunch meat. T: What vegetable?
S3: Lettuce, onion, tomato. T: What relish?
S4: Butter, cheese, peanut butter, salad dressing.
8. Students talk about the kinds of sandwiches with Teacher’s help.
T: Question 4: What kinds of sandwiches do we have? Beef sandwiches, … C: Chicken sandwiches …
9. Teacher teaches the new words through groups of pictures.
【設計意圖】本環節中，教師通過4個相關問題層層深入sandwiches的內涵，并主用通過圖解教授本課詞匯。這4個問題的組織簡單清晰、單詞呈現方式直觀易懂，其中融合了使用工具書、課前查找資料、分類學習詞匯等學習策略，滲透文化意識的培養。在聽和說方面以教師提問個別學生為主，引導學生說出彎針的句子。
Sept 4 Practice ( 10 minutes) 10. Students listen to 1c.
T: Let’s learn how to make a sandwich by listening. Listen to 1c and try to get the main idea. Answer these questions: What kind of sandwich are they making? S1: They are making a cheese sandwich.
T: Good. So they need cheese. Do you need butter, too? S2: Yes, they do.
T: What are the 3 vegetables? S3: Lettuce, tomato and onion.
11. Students listen to 1d and fill in this form:
First Next Then Finally butter ________
________ ________ ________
________ ________
________
T: Let’s listen to it again. This time, pay attention to the steps and fill in these blanks with ingredients. Who would like to do it on the board? T: Let’s check the answers.
12. Boys and girls work together to read the conversation.
T: Open your books and practice reading the conversation with your partner. Do you understand “on top”, “not quite”? C: Yes.
T: Boys take the part of “Boy”, while girls take the part of “girl”. Let’s read together. 13. Teacher gives a very useful example of a demonstration speech.
T: The conversation is between 2 people. If you talk to a group of people, do you talk like this? C: No.
T: No. You should have better logic. You have a beginning and an ending. In the main part,
you should tell things step by step clearly.
T: Here is an example: Let me show you …To make a …, we need …, Here are the steps. First, ... Next, ... Then, ... Finally, ... That’s all. Thank you!.
14. Students practice with the outline and pictures. Then the whole class can try together.
T: Please practice by yourself for a while. T: The whole class do it together.
15. Students practice with the pictures and gestures. This time, they take turns to practice with
their partners. Then 2 students will be asked to do it alone, before the class.
T: This time, we don’t have key sentences, but only pictures. One more requirement is, you should use gestures. Gestures help you memorize things and help you express your ideas better.
T: Who would like to demonstrate?
【設計意圖】這個環節是本課的主要聽說訓練所在。對于聽中活動，第一個任務是泛聽，了解材料的大致意思；第二個任務則是精聽，聽填對話的主要信息。在聽后活動中，教師把主材料的對話改寫成簡潔清晰的獨白，突出文字的連貫性、邏輯性、條理性，體現創新思維方法的在外語學習中的培養。學生在本環節中的說包括：兩人朗讀課文、全班分角色朗讀課文、個人及全班練習用提示詞和圖片背一段獨白、同桌用圖片和動作互相練習背獨白、個人展示背誦獨白，說的訓練形式多樣化，訓練量充足。
Step 5 Application （10 minutes）
16. All the groups get ready to make a sandwich.
T: Shall we really start to make sandwiches? Now check your tools and ingredients. Then how about your recipe?
T: One more requirement: When you make sandwiches, don’t forget to speak English. We can have free talks like this: What do you like in your sandwich? How does it look? What should I do next? Can I use your ...? Please pass me ...
17. Students set the table and begin to make sandwiches. Teacher moves around the classroom
and talks to them.
18. All group leaders put their sandwiches on the display counter.
T: Time is up. Now group leaders bring the sandwiches here, on the counter. T: Wow, They really look tasty, so I feel so hungry ……
19. Teacher draws lots and chooses two students to present their sandwiches.
S: This is our sandwich. This is the recipe. To make a … T: Wow, that’s perfect. I love it!
【設計意圖】制作三明治是本課的高潮部分。在實踐過程，學生學會分工合作、鍛煉溝通能力。教師在教室四處巡視，這個過程中如果發現學生使用中文，應耐心鼓勵他們多說英語。并主動和學生用英語交談，欣賞學生的實踐和合作，尊重他們的參與和勞動。
Part 2: A contest on Chaoshan food knowledge
Step 6 Application (6 minutes)
20. Teacher organizes a contest on Chaoshan food knowledge.
T: Now you learn to make a sandwich. Don’t forget Evan. Listen to him. (Evan: Can you help me know more about Chinese food, too?)
T: He wants to know more about Chinese food. Let’s have a contest to see which group can help Evan most.
21. Talk about some vocabulary about Chaoshan food, using the students’ worksheets.
T: There are many useful things in the students’ worksheet. Learn as much as you can after school, OK?
【設計意圖】圍繞約20種潮汕代表性美食， 教師設計了若干競答題并按難度排列，內容涵蓋美食有趣的中文名、英文譯名、烹飪方法、味道、口感、外觀、食材搭配、營養價值、醬料等等，突顯我國傳統美食的豐富內涵。
Part 3: Learning to make more food
Step 7 Summary (1 minute)
22. Teacher gives a summery about the students efforts and progress in learning.
T: I’m sure you can all help Evan because you work together so well. Look at us and listen to us.
(Evan: Wow, your students are wonderful. Teacher: Of course.
Evan: I wish I could try all the food. Teache: OK. Welcome to our class.)
【設計意圖】教師總結學生學習表現，突出表現性評價及發展性評價。
Step 8 Assignment (2 minutes)
23. Teacher announces the plan for the Food Festival.
T: Shall we have a food festival next week? We can invite Evan to our classroom and eat. Learn to make a dish. Bring it to the class. Enjoy all the dishes.
Vote for “My favourite dish”.
【設計意圖】美食會的設計說明：由學生向父母學習制作一種美食，用中英雙語寫食譜，并把美食、食譜帶來教室。教室被臨時布置成自主餐廳，學生品嘗美食之后各自投票評選“My favourite dish”。
七、教學反思
（一）教學設計的反思
把本課定位成一節具有實踐特色的聽說課，本人認為很有意義，它突出了學生實踐能力、創造性、合作精神的培養，是一次獨特的學習體驗。整節課的線索清晰，主體making a sandwich很突出。本課資源創作和運用的設想較合理，如：學生自制視頻、電子相冊、課件的整體設計都有效地服務本節課的學習目標。設計上還配套了學生講義，用于課前預習與課堂口頭練習，課后學習材料則包括語言知識的運用、本話題的補充詞匯、美食節的準備等。
不足之處是making a sandwich環節前的語言示范有點松散，本人應該向學生示范一兩例生動、直觀的對話。必須承認在一節課中落實演示性獨白和閑聊式對話是一個理想化的安排，這會使實際操作很有難度。 （二）教學實施的反思
本課整體教學效果良好，保持較為輕快的節奏，氣氛較輕松愉快。學生在making a sandwich 中活動熱情很高，合作、分工效果好，這得益于課前環境布置、學生用品準備和方法指導到位。
本班第一次嘗試小組圍桌的座位布置，這一做法便于開展小組活動，但它對其它課堂環節的貢獻太低，相反，學生表現得挺不自在。他們不敢扭轉身體，有的背對老師或發言的同
學，或者不能很好地看到板書。由于學生難以控制自己的視線，其注意力就容易分散。另一遺憾是A Contest on Chaoshan food knowledge環節中，因為發現學生對問題的反映較慢，故臨時減少題量，適當縮短時間。究其原因，本班學生雖大多數在汕頭長大，但不少家庭為多元文化背景，對本土文化中的美食知識了解不夠，因此本人所設計的知識競賽題不太切合實際而無法按計劃實施。
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