初中英语《Unit 4 How do you make a banana milk shakeWriting》优质教学设计教案Word文件下载.docx
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2.AbilityAims:
StudentswillbeabletolearnabouttheprocessofmakingYunnanricenoodlesbyreadingthepassage.
Studentswillbeabletowriteanarticletodescribeaprocessofmakingfood.
3>
Studentswillbeabletocommentothers’composition.
3.EmotionalAim:
StudentswillbeabletoknowaboutdifferentfoodinChina
andlearnaboutsomefoodculture.
II.Teachingimportantpoints
Studentscanuseadverbsofsequencecorrectly.
Studentscanwriteanarticletodescribeaprocessof
makingfood.
III.Teachingdifficultpoints
Studentscanwriteanarticletodescribeaprocessof
Studentscancommentothers’composition.
IV.Teachingpreparation
PPTandmusic
V.Teachingmind-map
VI.Teachingprocedures:
1.Lead-in
T:
Welcometomyclass:
ABiteofChina.Showsomepicutesofdeliciousfood.
Doyoulikethem?
Doyouknowtheirnames?
Doyou
knowwheretheyarefrom?
Game:
Wherearetheyfrom?
(pictures)
Ss:
[设计意图]激发兴趣,引入阅读篇目。
2.Pre-writing
TherearesomuchdeliciousfoodalloverChina.
TodayI’llintroduceakindoffoodfromYunnanforyou.
Tomakeit,weneed…
(pictures)lettuce,chicken,eggs,chickensoup,othervegetablesandricenoodles
Sowhatwillwemaketoday?
Doyoulikeit?
Canyoumakeit?
Let’sseehowtomakeYunnanricenoodles.
Matchthepicutureswiththesentences.
Haveyougotit?
Let’sreadthearticletogether.Payattentiontotheredwords.They’reusefulwhenyoumakearecipe.
[设计意图]出示食材,设疑让学生猜菜名;
再突出处理文段重点
——制作过程;
整体感受云南米线的制作方法,以读促写,为写作做准备。
3.While-writing
T:
Howdoesthewriterintroducethefood?
(板书)
[设计意图]Ss根据短文总结写作框架。
Let’shaveatry.
(picture)Let’ssayhowtomakefriedricewitheggstogether.First,giveabeginning.
S1:
…S2:
…S3:
…
Goodjob.Let’sreadminetogether.
Then,sayWhatweneed.
T:
Now,describethesteps.(picutres)
…S4:
…S5:
Excellent.Let’sreadtogether.
Now,it’stimetoenjoyit.Canyougiveanotherending?
S3:
…(板书学生说的内容)
[设计意图]和学生共同完成一篇范文,理清写作思路。
在此过程中,
鼓励学生想出更多不同的开头和结尾,为后面的独立写作打下基础
What’syourfavoritefood?
Canyoumakeit?
Let’swriteitdown.Makearecipeforyourfavoritefoodingroups.
Youcanusethestructureontheblackboardandwords
mayhelpyou.
Takeoutthefirstpaper,let’sbeginnow.
[设计意图]以小组为单位共同完成写作,可以通过小组互助的方式,降低学生写作畏难情绪。
在小组写作环节前,教师以奖励的方式发放部分“锦囊”,里面有制作某种食物的部分食材和图示步骤,能够帮助学生克服词汇有限或是不清楚制作流程的问题。
4.Post-Writing
Class,it’syourshowtime.Let’schoosethebestrecipeforourclass.
Weneedtwogroups.Otherswillthejugde.You’lldecide
who’sthewinner.
Pleaselookandlistencarefully.Takeoutthesecondpaper.First,findthebestpartorsentenceinthearticles.
Then,ifyoucanmakeitbetter.Haveatry.Finally,don’tforgettocorrectmistakes.Clear?
Now,welcomegroup…
Group…showstheircomposition.
Whatdoyouthinkisthebestpartorsentence?
S:
Canyoumakeitbetter?
Arethereanymistakes?
It’stimetocommentthecompositionbyyourselves.
Discussingroupsfirst.
Sspreparethecommentforawhile.Thenshow.
[设计意图]展示写作成果;
通过点评相互学习,取长补短。
通过提供评价的支架性语言,引导学生做出评价、规范评价。
MostChinesefoodhasabeautifulstory.
SuchasCrossBridgeRiceNoodles.(课件播放音乐故事)
Therearesomanymovedstoriesinthefood.Foodisn’tjustfood.
Itincludeslonghistories,wonderfulcookingskillsandtraditionaltablemanners.They’reallthefoodculture.It’s
reallyapartofChina’sculture.
Howcanweinheritthefoodculture?
Ss:
Whenweenjoythetraditionalfood,weknowaboutitandwecanmakeit.Ithinkit’sthebestinheritance.Doyouagree?
[设计意图]了解美食背后的动人故事,了解博大的饮食文化,力所能及地传承并发扬我国的饮食文化。
5.Homework
Makeupacrazyrecipeaboutakindofcrazyfood.2>
FinishSelfcheck.
[设计意图]课后继续巩固学习成果。
学生独立完成一次写作任务,
并鼓励学生大胆思维创新,尝试制作一种“疯狂食物”,符合学生年轻喜欢新奇创新的心理特征;
Selfcheck梳理本单元所学语言知识,便于学生的自我归纳与自我评价。