1、Unit 8 How do you make a banana milk shake? The First Period Section A ( 1a1c & 3b, 3c) Teaching aims(教学目标)(教学目标) 1. 掌握和食物有关的可数名词和不可数名词以及 how much/many 用法。 2. 学会使用祈使句并正确使用 first, then, next, finally 等连接词。 3. 能够描述制作一种家庭食品的过程。 Language points(语言点)(语言点) 1要求掌握以下词汇: 1) 名词 n. shake, blender, yogurt, pot,
2、spoon, salt, popcorn, corn 2) 动词 v. drink, peel, pour, put, add, boil 3) 副词 adv. finally 4) 词组 turn on, cut up, add to, put into, pour into (本节课的生词较少,而且单词的拼写比较简单,所以学生学起来不会感到困难,如果班级 学生的水平较高,可以鼓励学生当堂掌握。) 2. 要求掌握以下句式: How do you make a banana milk shake? How much . do you need? First,. Then,. Next,. Fi
3、nally,. Difficulties(难点):掌握可数和不可数的食物名词(难点):掌握可数和不可数的食物名词 熟练使用熟练使用 first ,then, next, finally 等连接词描述某种过程等连接词描述某种过程 Teaching steps(教学教学步骤)步骤) 1. Warm-up and revision(课堂热身和复习)(课堂热身和复习) T: What do you like to eat? Lets talk about some fruits。 (通过问题, 让学生进行头脑风暴, 复习学习过的食物的相关表达并为下面的环节进 行铺垫。) 2. Presentation
4、(呈现知识重点可数名词和不可数名词)(呈现知识重点可数名词和不可数名词) T: Now, change these fruits into plurals. (教师通过让学生把水果变成复数形式, 提高学生兴趣与积极性, 并对可数名词的复数加 以复习和巩固。) S: T: Pay attention! When do we use “how many” and “how much”? Lets read aloud together. Can you discover the rules? (教师把时间留给学生,让学生自己总结可数名词的单复数变化规律) T: Give students seve
5、ral drinks For uncountable nouns, you may need: a bottle, a tin/can of (教师适当拓展了常见的一些量词词组, 以完善学生对于不可数名词的表达, 为后面的教 学做了铺垫,在此,教师可根据情况采用不同形式完成,如个别回答,集体回答,或者小 组竞赛) T: What can we make with these foods? How can we make it? What else do we need? (教师循序渐进引导学生关注本课时要学习的香蕉奶昔的制作) 3. Presentation 1、 Teach some ver
6、bs ( peel cut up put.into pourinto turn on turn off drink etc) (教学生熟练掌握这些动词,并用其造句,为教做香蕉奶昔做好准备) 2、Show the process :how to make a banana milk shake? 4. Listening practise T: Listen and put the instructions in order. (教师放录音,因为对话简单教师可以在放完一遍录音以后就订正答案) T: Listen again and put the correct word before each
7、 sentence. (教师可以把 first , then, next, now, finally 写在黑板上,以达到降低难度和强化重点的作用) T: Can you repeat them in the correct order? 5. Work on 1a. 1b T: Cover the instructions above. Tell your partner how to make a banana milk shake. (给学生 pair work 练习的时间) T: Read in pairs and remember. (充分利用听力材料的文本,标识关键词,强化输入。)
8、T: Try to complete the missing parts. Say them loudly. A: Im hungry! Lets . B: How do . ? A: Well, first peel . B: Three bananas? A: Yes. Then cut . B: OK, Im finished. A: Now put . blender. Then pour . B: Is this enough milk? A: I guess so. Next, turn . Finally, pour and . (教师也可以根据学情,删减或者强化此部分内容) 6
9、. Listening practise(2a,2b) 1) listen and complete the chart Keys : practicing the use of need 2) listen again and write the correct amount in the chart 7. Practise Divide the ss into two groups ,one group makes a banana milk shake ,one group makes fruit salad T: Now lets make a banana milk shake /
10、fruit salad We need How do you make a banana milk shake/ fruit salad ? ?(为了强化,正确使用 first ,then, next, now, finally 表述奶昔制作过程,) T: Work in groups and talk about the process of making a banana milk shake/ fruit salad A: How do you make a banana milk shake/ fruit salad ? B: First T: Lets try together. (
11、此处是对 3b 的复现,同时进一步拓展和完善表述) 8 summary Let ss enjoy their milk shake and salad together 9.Homework Oral: Read aloud and remember the process of making the banana milk shake . Written: Choose one of the following items, write down the process for doing it, and communicate this with partners: (根据学生程度进行口语和书面作业的布置,同时结合了 2c 的内容,并拓展了学生描述某 事物进行过程的能力)