课例名称 |
how do you make a banana milk shake ? |
课时 |
45min |
教学对象 |
grade 8 |
设计者 |
第25小组;1192074011+马静泽;1192074005+贾欣婷;1192074012+马钰婷 |
教材版本及单元 |
人教版(2013) 8年级上 |
学习内容分析 |
the teaching content is unit 7 from new curriculum english grade 8. the topic of this unit is " how do you make a banana milk shake? " this is the first period, section a( la-2c ) .it aims to have the students learn how to describe the process of making a banana milk shake, and then lead in the key sentences and the countable nouns uncountable nouns. |
学习者分析 |
though the environment of learning english is not very well, but the students'will of learning and curiosity make them eager for knowledge. so, i will create a good environment for them in my class. i will encourage them to take part in the activities i offer and arouse their interest in english as much as possible. after this lesson, it will be easy for them to get the key patterns in this unit. |
学习目标 |
1. knowledge aims: a、 key words: peel, cut up, put . .into, pour, turn on... b、 patterns: how do you make...? first. . . , then... , next. .. finally. c、grammar: how much+uncountable noun how many+countable noun 2、ability aims : a. learn how to make a banana milk shake b. know how to describe the process of making a banana milk shake in english 3. emotion aim: help the students to get the way to make a banana milk shake, and encourage them eat more healthy food. |
教学重难点 |
1. key points: a. describe the process of making a banana milk shake. b. the use of imperative sentence. 2. difficult points: describe the process of making a banana milk shake in english |
教学资源 |
in my lesson, i will mainly adopt task-based teaching method and communicative teaching method by using the multi-media. to arouse the students'interest, i designed some lively pictures and cartoons. the students will improve their self learning ability and cooperative ability by self learning and cooperation. |
教学环境 |
多媒体教室 |
课堂教学流程 |
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教学过程(包含教学策略、教学评价) |
教学环节 |
教学活动 |
设计意图 |
媒体资源的应用 |
教师活动 |
学生活动 |
lead in |
play a piece of music food and drink |
listen to the music |
1. to make the students relaxed. 2. to draw their attention to english class. |
ppt |
lead in(review) |
show pictures; review the names of the fruit |
look at the pictures and review the names of the fruit |
to cultivate the students' learning motivation |
ppt |
presentation |
teach the new words and phrases and show the process of making a milk shake |
learn the new words and phrases |
to make the students accept the new knowledge lively |
ppt |
presentation |
play the record |
listen to the tape; write down the words; number. play the record. |
to practice listening ability |
record ppt |
practice |
tell the students to work with their partners and make conversations about how to make a banana milk shake by using " first, . .next, . . . then, . .finally, . .. |
make a conversation by using first, next, . . . then, finally,... |
to make the students open their mouths and grasp the new knowledge through |
ppt |
practice |
have the students make their classmates laugh by using " first,...next,...then,.. |
make the classmates laugh by sing " first, . .next, . .then, . using " first, ...next,.. finally, |
to make the students learn in laughter. |
ppt |
practice |
ask the students what ingredients we need to make a strawberry milk shake by using " how ...?"and " how much . ..?" |
answer the questions. |
to preview the use of " how many . ..? and " how much...?". |
ppt |
practice |
let the students do some exercises. |
do some exercises. |
to consolidate what they learned. |
ppt |
practice |
lay out some homework. |
finish the homework. |
to strengthen what they learned. |
ppt |
板书 |
unit 7 how do you make a banana milk shake? first, peel three bananas. next, cut up the bananas. next, put the bananas and the ice-cream into the blender. then, pour the milk in the blender. then, turn on the blender. finally, drink the milk shake. |
1.教学评价方式:自评+他评 教学评价的工具手段:评价量规 教学评价的内容:role play展示成果
指标 成绩 |
不合格 d |
合格 c |
良好 b |
优秀 a |
语言准确性 |
语法、词汇大量错误(3处以上) |
语法、词汇较多错误(2-3处) |
语法、词汇错误较少(1-2处) |
语法、词汇无错误 |
语音语调 |
强调的语音、语调变化部分错误多(3处以上),吐字模糊,准备不充分 |
强调的语音、语调变化部分错误较多(2-3处),吐字较模糊,准备不充分 |
强调的语音、语调变化部分错误少(1-2处),吐字清晰,准备较充分 |
强调的语音变化部分无错误,吐字清晰,准备充分 |
语言连贯性 |
表达磕绊,不能及时跟上对话 |
表达较为流利,但不能及时跟上对话 |
表达较为流利,与组员配合得当 |
表达流利清晰,衔接得当 |
指标 评价 |
自评 (a-d) |
他评 (a-d) |
语言准确性 |
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语音语调 |
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语言连贯性 |
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2.教学评价方式:自评+他评 教学评价的工具手段:评价量规 教学评价的内容:小组讨论(2c)
指标 成绩 |
不合格 d |
合格 c |
良好 b |
优秀 a |
语言准确性 |
语法、词汇大量错误(3处以上) |
语法、词汇较多错误(2-3处) |
语法、词汇错误较少(1-2处) |
语法、词汇无错误 |
表达积极性 |
不参与讨论 |
较为沉默,并没有表达自己的看法 |
参与讨论、对话,提出自己的想法 |
积极参与讨论、对话,提出自己的想法 |
语言连贯性 |
表达磕绊,不能及时跟上对话 |
表达较为流利,但不能及时跟上对话 |
表达较为流利,积极参与对话 |
表达流利清晰,引导对话 |
逻辑性 |
表达颠三倒四,步骤之间前后顺序混乱,没有让组员理解 |
简单进行表达,步骤之间前后顺序混乱,组员能理解部分 |
进行简单表达,步骤之间前后顺序错误少,组员能理解大部分内容 |
进行完整表达,步骤之间前后顺序准确,组员能完全理解 |
指标 评价 |
自评 (a-d) |
他评 (a-d) |
语言准确性 |
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表达积极性 |
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语言连贯性 |
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逻辑性 |
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