Unit8第一课时教学设计[共五篇]

第一篇：Unit8第一课时教学设计

Unit 7 How do you make a banana milk shake?（Section A 1a-1c）

羊角中学

程燕

一、教材分析

本单元是人教版《新目标》Go for it 八年纪英语上册第七单元(Unit 8 How do you make a banana milk shake?）第一课时的教学设计。本节课以制作香蕉奶昔为话题，主要谈论一些常见的家庭饮食方面的制作方法，通过丰富多彩的口语练习，掌握制作程序的同时，又在语言情境中，对一些动作加以区分和应用，熟练掌握这些动词turn on, cut up, pour, peel, put into , drink的表达方式和口语中的提问方式，同时还要学习掌握一些新名词，如：shake, blender。

二、学生分析

1)知识基础：在七年级中已经学习介绍了大量的食品单词，但本单元对部分的词汇以及制作过程的学习存在一定难度。

2)思维能力：学生有较强的记忆力和模仿能力，但还有待培养知识的扩展运用能力。

3)认知心理：学生有较强的求知欲和表现欲，但对于还存在自信不足或羞于表现的学生还要多加激励。

三、教学目标分析

1）语言目标：学会制作香蕉奶昔，描述其制作过程。2)能力目标：听：能听懂制作香蕉奶昔的对话材料。

说：能够描述制作香蕉奶昔的过程。

写：能写出 Section A Part 1a-1c中的重点单词和重点句型。

3）情感文化目标

（1）了解更多的关于制作香蕉奶昔的过程及配料。（2）询问或描写一种食物的制作过程。（3）培养学生的概括与推理能力。（4）培养学生的逻辑排序能力。

四、教学重难点

1.Vocabulary: turn on, cut up, drink, peel, pour, put, blender, shake.2.Target sentences: How do you make a banana milk shake?

Peel the bananas;Cut up the bananas;Put the bananas and the ice-cream in the blender;Pour the milk into the blender;Turn on the blender；Drink the banana milk shake.五、教学方法

Watching； Listening； Guessing；Sequencing descriptive Method；teamwork

五、教具使用

a tape recorder;a projector，a blender。阅读资料或社会调查，了解水果沙拉、奶昔、爆米花、三明治、北京烤鸭等食品的制作过程。Ⅵ.Teaching Procedures Step 1: Warming up

Revise the topic “How to become healthy?”------Eating fruits is good for our health.Discuss what people usually do when they want to eat apples.Teacher: 1)What’s your favorite fruit? 2)Do you often eat apples? 3)How do you eat it?

4)How do we share the apple with other people? 5)How can we make it differently?

T: Yeah, great!In this unit we’ll talk about how to make delicious food and drink.Today we will learn the names of food and drink first.设计意图：从学生熟悉的unit 2健康话题导入，谈论健康饮食中水果的重要性，在创设情境的同时激励学生的学习兴趣，从而引出下列词汇的复习及教学。

Step II Guessing game and Presentation T: Now please tell me what kind of food/drink/fruit you like.Ss show their different answers by

pictures.设计意图：帮助学生复习已学过的水果、蔬菜和食物的同时，通过图片对本节新单词进行直观教学。

Task 3.Discuss what food people make.(T:Some people like to cool body by making food at home, especially in summer.The weather is too hot.So people make some food to cool body.)Teacher: What do people like cooking in hot summer? Students: banana milk shake, fruit salad , popcorn , sandwiches , pancake...设计意图：中西方文化情境对比教学，介绍并体会西方饮食文化，进一步激发学习学做奶昔的渴望，为下面的香蕉奶昔做好铺垫。

Step 3：Practice Learn how to make a banana milk shake.1.Before you listen • Point to the pictures of the items and ask students to repeat.• Talk about what they see in each picture.Describe each action and ask students to repeat the process of making.• Finish the task in 1a by themseleves.设计意图：听录音之前，教会学生进行预测，根据自己想法为香蕉奶昔的制作排序。2.While you listen • Point to the actions in the picture according to what the teacher read about the list of actions in 1b.Ask different students to look at the picture and tell what is happening.•Play the recorder for the first time.The students only listen.Then listen again, number the instructions in the right order.设计意图：听力技巧指导后，让学生目标语言日常会话中进行听力训练。听录音中的步骤与自己预测的是否一致。

3.After you listen • Teamwork

•Ask six students to review the ways to describe a process of making a banana milk shake.•Encourage Ss to make an apple milk shake in front of the class while telling the ways.设计意图：首先小组内会议制作奶昔步骤；之后，让学生学习制作apple shake 的制作，从而实现了对知识能力的迁移地训练，学以致用，并通过随堂练习检测到学生对本堂课所学的知识掌握得很好。Step 4 Summary

Point on the usage of verb phrases：peel、cut up、put „ into、turn on、pour、„

Point on the instruction and materials for a banana milk shake.设计意图：鼓励学生自我总结本节重难点，即本节重点词汇及目标语言。Step 7.Homework Try to make a banana milk shake or an apple milk shake for parents at home.设计意图：感恩父母要以实际行动回馈他们你的爱心，同时可以回顾本节所学知识。

教学反思：饮食这一话题，紧密联系学生生活，他们既熟悉又感兴趣。而且学生对milk shake 因新奇而产生求知欲，因此他们积极参与课堂活动，对make an apple shake 的程序掌握得很好，一些英语后进生也在课堂上“跃跃欲试”。此外，让学生亲自参与制作apple shake 的制作，从而实现了对知识能力的迁移地训练，学以致用，并通过随堂练习检测到学生对本堂课所学的知识掌握得很好。

第二篇：4A Unit8 In class第一课时教学设计

4A Unit8 In class第一课时教学设计

沙河小学

颜超

教学内容：A.Read and say 教学目标：

1.能听懂，会说以下日常交际用语：That's all right.Don't be late again.2.能熟练地听懂、会说、会读以下单词及词组： open，sit down，stand up, read, draw

3.能听得懂、会说、会合理运用、会写祈使句：Don't..., please./ Stand up./ Sit down.等.教学重点: 1.能听懂，会说以下日常交际用语：That's all right.Don't be late again.2.能听得懂、会说、会合理运用、会写祈使句：Don't..., please./ Stand up./ Sit down.等.教学难点: 1.能熟练地听懂、会说、会读以下单词及词组：open，sit down，stand up, read, draw.2.能听得懂、会说、会合理运用、会写祈使句：Don't..., please./ Stand up./ Sit down.等.教学准备: 七、八两单元课文挂图、录音机、磁带及备用练习教学过程： Ⅰ.Warm up 1.Greetings T: Stand up, please.T: Good morning, boys and girls.Ss: Good morning, Miss liu.T: Sit down, please.2.Free talk T: …, what time do you get up in the morning? S1: At 7:00.T: Good morning, …, do you feel cold this morning? S2: Yes.T: Let’s do some exercise.ok? Ss: Yes.T: In class ,the teacher ofen gives you some orders.Now listen carefully.If

you do it very good.Your group will have a present.At the end of the

class, the group which has most presents will be the winner.(Practice:Sit down, please.Stand up ,please.板书)Ss: Yes.Ⅱ.Presentation and practice 1.Lead-in(1)请事先安排好的一位学生进教室.说:Sorry, I’m late.May I come in? 教师问答: That’s all right.Come in, please.Don’t be late again.(多重复此句,让学生理解意思并学说)T: OK, we are in class now, don’t be late again.(Present: Unit 8 In class)T: Read after me, please.Ss read after the teacher: In class(2)T: Do you still remember Mike?(Point at the picture of Unit 7)

Ss: Yes.T: What does Mike do in Unit 7?

S1: He gets up at 7:35.S2: He doesn’t have breakfast.…

T: Yes, very good!Do you think Mike is late?

Ss: Yes./ No.2.Learn Part A(1)T: OK, boys and girls, let’s look at the picture first.Look at the picture of Unit 8 Part A

T: Can you guess Mike is late or not?

Ss: Yes.… / No….(2)T: Well, let’s listen to the tape together, after that we can know.T: Now before that, let’s look at these questions together.Read the questions.A.“T” or “F”.a)Liu Tao is late for class.b)Miss Li says: “That’s all right.Come in, please.”

c)Mr.Green says: “Don’t be late again.”

d)Mr.Green says: “Stand up, Nancy.” Play the record, Ss listen to the tape.(3)T: Have you got the answer?

Ss: Yes.T: OK.Let’s check the answer together.(Key: A.F，F，T，F)

T: Are you right?

Ss: Yes./ No.T: Well, if you don’t catch the answer, let’s listen to the tape again.Play the record again;Ss listen to the tape again.(4)T: Boys and girls, are you clear now?

Ss: Yes.T: Now, boys and girls, open your books, please.Let’s read the dialogue together.Ss open the books.Read P1, P2, and explain the sentences.Then present: That’s all right = That’s OK.…, please.(Come in, please.)

Don’t ….(Don’t be late again.)

Ask Ss read after the teacher, then Ss read the dialogues together.Practice reading in roles.(5)T: I can draw an apple for you.I can draw an orange for you.Now I

want to ask someone a question.Can we draw an apple in our books?(做手势)Ss:No.T: Yes, Good job.We can’t draw in our books.So we can say don’t draw in your book.T:（用音标教学、升降调教学↗ ↘）Don’t draw in your book.T:Let’s play a small game.ok? Ss:Ok.T:Train ↗ Train↘ Ss:One by one.(6)T: Boys and girls.This class we have learnt three new words.Who can read the new words?(引出句型Read the new words.)

Ⅲ.Consolidation.T: Now, boys and girls, open your books, please.Look at the picture.(P4/P5/P6)Here are some questions for you.B: Ask and answer a)What does Mr Green say after Mike standing up? b)What does Mr Green say to Liu Tao?

Let’s listen to the tape then answer the questions.T:Have you finished? Ss:Yes.Check the answers(Key:Read the new words/Don’t draw in your book.)T: Look at the picture now, listen to the whole dialogues together, then let’s recall the dialogues together, OK? Ss: OK.Recite the dialogue one by one.T:Let’s count the presents.Who is the winner? Ⅳ.Assign homework

T: Boys and girls, please read the dialogues 3 times, and copy the sentences on the blackboard.Make a new dialogue and act it Ⅵ.Ending.Say “goodbye” to each other.教后随笔：

祈使句在三年级时学生就接触过，理解起来并不难。熟悉课文后，学生们用几种形式进行了记忆课文的过程：跟读、齐读、分角色朗读（此处如果能请孩子重点模仿朗读格林先生说的祈使句会加深孩子对于祈使句的理解于认识）。我选择了两三组进行角色朗读后，紧接着把课文内容改动了一下，里面的人物名称换成孩子们熟悉的老师与同学的名字。顿时，课堂上的气氛更加活跃起来，孩子们全情投入。表演的环节一向是学生的最爱，他们都积极地与同伴进行着对话。努力地想把课文改编得符合实际又有趣。最后的表演让我感到很惊喜，不少学生能较好地运用A部分里的交际用语，并且加入了动作与神情，让大家感觉身临其境一般.另外这节课的不足之处在于课件过于简单；我自己的语速过快，学习能力弱的孩子有时无法明白我的意图。以后教学中一定要重点训练这种学生，多给予他关注。让所有的孩子在愉悦中学习英语，感受成功的快乐

第三篇：三年级英语Unit8 At the fruit shop第一课时教学设计

三年级英语Unit8 At the fruit shop第一课时教学设计

教学目标

1.能听、说、认读本课生词：apple（s）banana（s）orange(s)pear(s).2.能在情景交际表演中，熟练运用句型:“How much is it? It’s...yuan.How much are they? They’re...yuan.”。教学重点：:目标1、2 教学难点：目标2 教学准备：PPT，实物。教学过程： I.Pre-task preparation

1、Greeting

2、Warm-up Say and act手指操 II.While-task procedure 1.Lead in T：Look!Here are some fruit.Do you like fruit? Today we are going to learn Unit8 At the fruit shop.2.Words learning（1）an apple、apples a.an apple T:Look!What is it?(Show an apple)Listen and repeat “an apple”.b.apples T:Look!(At first,the teacher show an apple,then show the second apple and the third apple)Listen and repeat “apples” c.Let’s count the apples.One apple, two apples.three apples,...ten apples.(2).The same way to learn the other words.3.Practice(1).Do a match Match the pictures with the right words.(2)A game The PPT show some fruit and the pupils count and say.(3).A chant One _____, two ______(s), Three ______(s), four.Five _____(s), six _____(s), Seven _____(s), more!4.Sentence learning((1).Lead in T: Look!I’m in a fruit shop.This is my shopping list.I want to buy 2 apples, 3 pears and 4 bananas.How much are they?(2).How much is it? It’s...yuan.How much are they? They’re...yuan.a.How much is it?(Show an apple and its price)b.How much are they?(Ask puils to count how much two apples they are.c.Practise the dialogues in pairs.(3)Let’s chant.One apple, one apple.How much is it? How much is it? It’s 2 yuan.It’s 2 yuan.Two apples, two apples

How much are they? How much are they? They’re 4 yuan.They’re 4 yuan.(4).The same way to count the money of the 3pears and 4bananas.Ⅲ.Post-task activity 1.Sing a song Music：儿歌两只老虎伴奏 Words: One ___, one ____.How much is it? How much is it?

It’s ___ yuan.It’s ___yuan.Two ___(s), two ___(s).How much are they? How much are they?

They’re ___yuan.They’re ___yuan.2.Moral education 1.A proverb An apple a day, keeps doctor away.2.T:Eat more fruit.It will do you good.IV.Homework 1.Copy the words and phrases.2.Say the chant on Page 41.

第四篇：初中英语八年级上Unit8第一课时教学设计及反思

Unit 8How do you make a banana milk shake?

一、教学目标：

1.语言知识目标：

1)能掌握以下单词： shake, milk shake, blender, turn on, peel, pour, yogurt, honey, watermelon, spoon, pot, add, finally, salt 2)能掌握以下句型： ① ─How do you make a banana milk shake? ─First, peel the bananas„ ② ─How many bananas do we need? ─We need three bananas.③ ─How much yogurt do we need? ─We need one cup of yogurt.2.能力目标：

1）能了解以下语法：掌握用how much 和how many对事物的数量提问。2)学会描述做一些常见食物的过程，并能正确地运用表示顺序的词汇。3.情感态度价值观目标：

1).通过制作食物的介绍, 培养学生的实际生活能力, 了解生活知识, 增长生活阅历, 培养实践操作能力和动手能力。

2).通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。

二、教学重难点 how much与how many

三、教学过程

一)、导入课堂，先微笑询问全班同学：What drink do you like?待学生纷纷表达自己喜好时，举着备好的奶昔边说：Here is some banana milk shake.Would you like some?学生抢着回答“yes”时，把准备好的奶昔分给他们（部分学生自带有杯子）品尝。之后问：Do you know how to make this milk shake?(有学生回答no),并宣布：现在我们来制作这种香蕉奶昔。

二)、教学make a banana milk shake

两人一组，就某种水果奶昔或水果色拉如何制作进行讨论、操练。然后请

一、两组同学站起来表演。及时给予鼓励和表扬。

六)、Summary对本节课进行小结 七)、Homework作业

1、默写本课重点词汇、短语。

2、用英语写出制作某饮料或食品的步骤。教学反思

1、巧妙导入。一节优质课，不但要求教师潜心备课，熟悉教材、了解教材，而且要求教师优化课堂，增强趣味性，最大限度吸引学生，激发其学习兴趣，把注意力放到课堂上来。这得靠教师巧妙构思，设计合情合理的导入方式。这节课从教师随口询问学生喜欢什么饮料到分别给学生品尝香蕉奶昔，极大地刺激了学生的兴奋神经，一下把他们吸引住了，连后进生也跃跃试试，积极配合。本节课做到了这一点，从学生的反应看，这种导入方式是值得肯定的。

2、创造性教学。学习，不但要学习前人的丰富经念，牢记掌握固有知识，还要学会灵活应用，才是学习的根本目的。在本课堂，我大胆进行教学拓展。在学生学会制作、描述制作奶昔之后。设计让学生充分使用发散思维，想象制作其他奶昔或食品的方法。通过学生们的积极努力，不但学会了制作香蕉奶昔，也探讨到了制作其他食品的方法。达到触类旁通的效果

3、教与学有机结合在一起。在教学过程中，既有教师灵活的教，也应有学生积极主动地参与，才是真正意义上的教学。课堂中避免了以往教师满堂灌，学生被动学习这一模式。把学生变被动为主动。让学生亲手制作香蕉奶昔，品尝奶昔，增强了学习趣味性，引发学生思考、记忆。体现了学生的主体性，教师的指导性。既完成了教学任务，学生在学到知识同时亦学得开心、有趣。

4、掌控课堂，灵活教学。灵活过渡，必要时采取有效的取舍，游刃有余是每位优秀教师应该具备的素质。我在上课时完全按照备好的课按部就班，觉得每一步骤都很重要，不可少。时间不多时还继续按原来的思路授课，以至到最后超时。操作过于呆板，不够灵活机智，影响到教学质量。

第五篇：湘少版四年级下册Unit8第一课时教学设计

湘少版小学英语四年级英语下册

Unit8 I come from China 教学设计

永州市宁远县水市镇梅岗完小石德良

教材分析：

本课时第八单元第一课时,为新词学习和句型操练课.要求学生B部分六个国家名称,China,Canada,the UK,France,Australia,the USA.并用“I'm/ come from...”这一句型谈论来自哪个国家.能用句型I’m from China.I come from China.进行操练.从知识体系安排上看,本单元的知识起了承上启下的作用,既是对三年级所学的知识的拓展加深,又是为六年级学习世界各地的名胜古迹相关知识打下良好的基础.学情分析：

本次学习主体为四年级学生,他们尚处于英语学习的初级阶段,需要通过视、听、读、写、译多种方式提供可理解的语言输入,培养用英语进行思维的能力.但处于这一年龄期的孩子形象思维强于抽象思维,上课注意力容易分散,加之好奇心强,耐心不足,因而教师在授课时应注重教学方法的灵活性与启发性来激活课堂.因此,本课将采用灵活多样的教学方法,辅助以多媒体技术的运用,激发他们学习英语的兴趣,使学生敢于大胆开口说英语.教学目标：

知识目标:能听懂、会说、认读B部分六个国家名称及come from.能力目标:用”I'm/ come from...”这一句型谈论来自哪个国家.能用句型I’m from China.I come from China.进行操练.情感目标:了解他人来自哪里,结识新朋友,增进友谊.教学重点：

掌握B部分六个国家名称,能听懂、会说“I'm/ come from...”这一句型谈论来自哪个国家.教学难点：

能用重点句型”I'm/ come from...”.教学准备 单词卡片，PPT

教学措施: 根据教材的特点和学生的实际，我采用以下的教学措施：

1.课堂上尽量使用英语组织教学,做到持之以恒,由少积多,以助于创造英语气氛,养成学生听英语,用英语思维的习惯.2.多以图片、手势呈现英语单词,图片呈现采用灵活多样的方法,将该单元的单词和句子一起进行综合操练.3.教学中,尽量采用形式多样的活动教学,活跃气氛,提高兴趣和学习效率.4.词汇教学上,尽量采用多种方式教读单词,循序渐进,注重师生操练、生生操练.教学过程：

Step 1 Warm-up 1.师生问候.2.师生完整听一遍歌曲Days of the week,并小声跟唱.3.Free talk.师生用中文自由谈论来自哪里,引出本单元的课题.(课件出示课题）板书课题.Unit8 I come from China.Step 2Presentation and drill

1.用课件出示中国的地图，让学生说出这个国家是中国,引出China.用单词卡片分小组和个人,教读单词.2.用课件出示长城和天安门广场的图片,引出I'm from China.我来自中国.将单词融入句子中教学.3.用课件出示国会大厦和加拿大的国旗,引出Canada.在相机呈现句型:I come from Canada.我来自加拿大.用类似的方法教读the UK,France,the USA,Australia.以及相应来自哪个国家的句型"I'm/ come from...”.4.一一呈现各国领土和著名建筑,认读新单词China,Canada,the Uk,France,Australia,the USA。5.分组操练单词和句型。

Step 3 practice

1.Game---guess 分组进行比赛,看地图,每组派一名学生说国家单词,说对的加分。

2.游戏---guess game

将所学国家名称的单词卡片一一展示，然后让学生说出卡片上的单词,分组比赛。

Step 4 Consolidation

1.【小组合作学习】仿例子，写句子。例1： China / I come from China.2.用视频展台展示学生所写的句子,评价,纠错.给那一组加分.3.总结,这节课加分最多的为第三大组,全班同学一起鼓励他们.4.作业：抄写B部分的单词四遍.板书设计：

Unit8 I come from China China

Canada

the Uk

China.中国

加拿大

英国

Canada.I’m from

the UK.France 法国

Australia the USA 澳大利亚 美国

I come from

France.the USA.Australia.