人教版英语八年级上册Unit8 SectionA(2d-3c)优质课教案

Unit8 SectionA（2d-3c）优质课教案
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary:
①nouns: yogurt, watermelon, honey, spoon, ingredient, pot, salt, sugar, cheese
②verbs: drink, peel, pour, put, add, need, cook
③linking words: first, then, next, after that, finally
④phrases: turn on, cut up, add to, p ut into, pour into, forget…to…,cook…for…, one more thing Target language:
I want to make…for….
How many…do we need?
How much…do we need?
First….Then….Next….After that….Finally….
2. Ability Objects
①Enable students further master the special questions of “how many” and “how much”.
②Enable students understand the listening material making food, and help them describe the steps of making food clearly.
3. Emotion Objects
By completing the task, the students broaden their horizon in western cultures and increase interest in this subject.
II. Teaching Key and Difficult Points
Key Points: vocabulary, target language and grammar of countable nouns and uncountable nouns. Difficult Points:
①differences between countable nouns and uncountable nouns., and can use them accurately.
②describe the steps of making steps clearly.
III. Teaching Methods
Task-based Method, communicative Approach and Total Situational Action
IV. Teaching Aids
Multimedia, video, poster for menu
V. Teaching Procedures
Step1 Greeting
Step2 Warming-up
1. Let students watch a short video.
2. Introduce the two persons “Remy” and “Linguini” to students. Tell students Remy is a special chef. He’s a rat. In the following activities, I’ll let students to learn, to make and to enjoy dishes in their restaurant named Ratatouille.
Step3 Activity1 (2d)
1. Show students a picture, and lead them to answer the name of it. And tell them this is the first dish from Remy and his partner.
2. Let students read the conversation of 2d together. (Most students may have no idea of making this soup.)
3. After reading, ask them “What do we need according to the conversation?” This step is t o help students learn the ingredients for Russian soup.
4. Get rid of the linking words in the conversation, and let students fill in the blanks to help them understand how many steps are there for making this soup.
5. Further ask “What are the steps?” Let students complete the conversation. First, offer them 3 minutes to remember. Then students read out the answers. Finally, read in groups.
6. Invite students to role-play the conversation.
Step4 Activity2 (Grammar Focus)
1. T: The first dish has been finished. I’ve ordered several other dishes for you. But we know that Linguini is a green hand (explain the phrase). Let us help him.
2. At first, help him learn the name of the foods we may use in the kitchen. Show students the English name, and ask them to say the Chinese meanings. At last, students read together.
3. Ask “Why we say: we need a watermelon. We need yogurt. We need a cup of yogurt.” Lead students to find out that the key point is “watermelon” and “yogurt”. They’re a countable nouns and an uncountable nouns.
4. So now let’s compete! Work in groups to find out the differences between countable nouns and uncountable nouns.
5. Tell students that there are three secrets to explore.
6. Secret1。