1、Teaching Design Teaching aims （教学目标） 1. Knowledge Objects 进一步掌握可数名词和不可数名词和 How much/ How many 引导的 特殊疑问句。听懂制作一种食品的对话材料，并条理性掌握对于制作 过程的描述。 Language points (语言点) 词汇 1)名词 n. yogurt, watermelon, honey, spoon, ingredient, pot, salt, sugar,cheese 2) 动词 v. drink, peel, pour, put, add, need, cook 3) 连接词 first
2、,then, next, after that,finally 4) 词组 turn on, cut up, add to, put into, pour into 句型：I want to make . for .How many . do we need ?How much . do we need? First, . Then, .Next, .After that Finally, . 2. Ability Objects Enable students further master the special questions of “how many ” and “how much”
3、. Enable students understand the listening material making food, an d help them describe the steps of making food clearly. 3. Emotion Objects By completing the task, the students broaden their horizon in west ern cultures and increase interest in this subject. II. Teaching Key and Difficult Points K
4、ey Points: vocabulary, target language and grammar of countable nouns and uncountable nouns. Difficult Points:differences between countable nouns and uncoun table nouns., and can use them accurately. describe the steps of making steps clearly. III. Teaching Methods Task-based Method, communicative A
5、pproach and Total Situatio nal Action IV. Teaching Aids Multimedia, video, V. Teaching Procedures Step1 Revision 1. Let students watch a short video. 2. Introduce the two persons “Remy” and “Linguini” to students . Tell students Remy is a special chef. Hes a rat. In the following a ctivities, Ill le
6、t students to learn, to make and to enjoy dishes in the ir restaurant named ratatouille. 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. After reading, ask them “What do we need according to the co nversation?” Th
7、is step is to help students review the ingredients for Russian soup. 3. Further ask “What are the steps?” Let students complete the c onversation. Step2 Activity2 (Grammar Focus) 1. T: The first dish has been finished. Ive ordered several other dishes for you. But we know that Linguini is a green ha
8、nd (explain the phrase). Let us help him. 2. At first, help him learn the name of the foods we may use in t he 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
9、of yogurt.” Lead students to find out that the key point is “water melon” and “yogurt”. Theyre a countable nouns and an uncountabl e nouns. 4. So now lets compete! Work in groups to find out the differen ces between countable nouns and uncountable nouns. 5. Tell students that there are three secrets
10、 to explore. 6. Secret1 Present 6 pictures on the screen. Students speak o ut English names. Help them get a conclusion that they have differ ent forms: countable nouns have singular and plural forms while u ncountable nouns only have singular ones. 7. Secret2 Prepare students four sentences. Ask th
11、em to fill in t he blanks. Then ask one student to get the secret. According to the forms of countable nouns, the predicate verbs should also have tw o forms: singular or plural, while the verbs of uncountable nouns o nly have singular forms. 8. Secret3 There are three pictures on the screen. Ask st
12、udents “How m any_s do Remy need?” Students will answer a/one/three/fo ur c.n.s There are two pictures on the screen. Ask students “How mu ch_ do Remy need?” Students will answer “u.n. or some/m uch+u.n. or a/two _(s) of_” Give examples to make a comparison between countable no uns and uncountable n
13、ouns. Students get a conclusion by filling the blanks. In this way, th ey get the third secret. 9. Exercise Finish exercise 3a on the textbook. Find out the best c hoice. 10. Make a summary of the three secrets. 11. Tell students the winner group can enjoy the following dishe s. Then show the pictur
14、es for them. Step3 Activity3 (Make a special milk shake) 1. Tell students that theres one more dish for us. And its free. But we must make it by ourselves. 2. Before finishing this dish, we must finish exercise 3b. Then we can write down the steps of making fruit salad according to ma king popcorn.
15、3. Complete the questions and answers. Then match them. 4. Students read the conversation. (Rewrite the exercise into a conversation before class to help them understand the exercise ac tually is a conversation.) 5. Ask students to make a conversation of milk shake like the conversation of making po
16、pcorn. And let them kno w the ingredients we have. (I prepared 2 kinds of fruit: pears, bana nas. And I prepared milk as well. They are all on the desk.) 6. Students write down their conversations. 7. Invite one group students to make the milk shake on their own. (Two students work in pair to speak
17、out their convers ation and make the dish at the same time.) 8. Let the whole cla ss enjoy the dish made by the students. Step4 Summary 1. The linking words: first, then, next, finally. 2. The three secr ets of the countable nouns and uncountable nouns. Blackboard Design U8 How do you make a banana milk shake? First chef Then green hand Next Finally group1 group2 Secret1 Secret 2 Secret 3
