unit7 How do you make a banana milk shake？
集体备课教案
教学目标：
语言目标：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。
能力目标：Listening: 听懂制作一种食品的对话材料。
Speaking: 能够描述制作一种家庭食品的过程。
Reading: 能读懂介绍食谱的文章。
Writing: 能写出重点词语和重点句型，并能写出自己最喜欢的食物食谱。
情感目标：通过对食品制作方法的学习，激发学生的学习兴趣。
语言结构：Imperatives.
Countable/uncountable nouns.
How much/how much questions.
语言功能：Describe a process.
Follow instructions.
教学重点：祈使句。
区分可数和不可数名词。
How many /how much引导的疑问句。
教学难点：How many和how much之间的区别。
能够选择恰当的动词描述制作一种家庭食品的过程。
学习策略：作猜测，进行连续性的描述。
教学辅助：Tape-recorder, cards
课 时：Five Periods
Period One
Period I
I. Teaching aims and demands:
Students learn to describe a process and follow instructions.
II. Teaching contents: 1a, 1b and 1c, Section A.
III. Teaching key and difficult points:
Vocabulary：
Shake, turn on, cut up, drink ,peel, pour, put, drink，blender, milk shake,
into
Target language:
How do you make a banana milk shake?
Peel the bananas. Cut up the bananas. Put the bananas and ice cream into the blender. Pour the milk in the blender. Turn on the blender. Drink the milk shake.
Teaching Procedures:
教学步骤 教师活动 学生活动 备注 Step1
Revision Revise the names of some fruits:
apples, bananas, pears, oranges Say and write
Step II
Section A 1a
The key vocabulary
Introduce the new vocabulary and give the students a clear picture of the process that is described in this by using the pictures in the unit.
Task 1. Teach the names of all items. Point to the pictures of the items and ask students to repeat.
Task 2. Focus on the pictures. Ask the students to tell what they see in the picture. Describe each action and ask students to repeat the following :
Peel the bananas,
Cut up the bananas,
Put the bananas and the yogurt in the blender,
Pour the milk in the blender,
Turn on the blender;
Drink the smoothie.
Task 3. Ask the students to write the names of the actions on the blank lines. Then check the answers Listen and repeat
Look and say
Repeat
Fill in the blanks
Step III 1b
Listening
Task 1. Point to the actions in the picture and the list of actions in activity 1b. Ask different students to look at the picture and tell what is happening. Ask others to read the list of actions in activity 1b.
Task 2. Play the recording for the first time. The students only listen. Then listen to the conversation. Number the instructions.
Ask students to complete the activity on their own. Then correct the answers. Look and say
Read the expression
Finish 1b
Step IV 1c
Practice using the target language.
Task 1. Read the instructions in the correct order.
Task 2. How do you make a banana milk shake.
Task 3. Pairwork. Ask the students to start their conversations like the sample conversation. As they talk, move around the room monitoring their work .
Task 4. Ask one or two students to say the list of instructions to the class without looking at the book.
Work in pairs
Say the list of instructions Step V Summary Today we've leant the instructions. And how to make a banana milk shake. Please remember.
listen Step VI Homework 1. Review the words.
2. Describe a process. 教学后记：
Period Two
I. Teaching aims and demands :
Students learn to describe a process and follow instructions by guided listening and writing practice.
II. Teaching contents: 2a, 2b,2c and Grammar Focus, Section A.
III. Teaching key and difficult points:
Vocabulary:
yogurt, teaspoon, ingredient, cup, watermelon, amount
how much, how many, one teaspoon
Target language:
How do you make a banana milk shake?
Peel the bananas,
Cut up the bananas,
Put the bananas and the yogurt in the blender,
Pour the milk in the blender,
Turn on the blender;
Drink the smoothie.
How much yogurt do you need?
How many apples do we need?
Teaching Procedures:
教学步骤 教师活动 学生活动 备注 Step1
Revision How to make a banana milk shake? Answer Step II
Section A 2a Introduce the new vocabulary using the picture in 2a. Ask the students to read and repeat the words. Listen and repeat
Step III
2b
Listening
and writing Task 1. Point out the two columns in the chart and read the headings, How much and how many. Play the recording for the first time. Students only listen. Listen again and fill in the chart. Check the answers.
Task 2. Point to the chart and ask a student to read the amounts in the first column. Point to the measuring cup and a teaspoon in the picture above. Focus on the headings at the top of each column. Ask the students to say what these words mean using their own words.
Task 3. Listen to the recording again and write words in the correct spaces in the ingredient column. Then check the answers.
How many bananas do we need?
Three. ( Countable nouns )
How much yogurt do we need?
One cup. ( Uncountable ) Listen and fill in the chart.
Say what these words mean
Finish and check
Step IV c
Pairwork
Task 1. Ask two students to read the conversation to the class.
Task 2. Have the students work in pairs.
Task 3. Check the answers by asking different pairs to do one question and answer each. Read the conversa-tion
Work in pairs
Step V
Grammar Focus
Review the grammar box. Ask students to say the questions and answers.
Pay attention to Uncountable nouns and Countable nouns: How many, How much. Make notes
Step VI Summary Today we've leant the use of " How much" and "How many" , some countable nouns and uncountable nouns. Please remember. Listen
and make notes
Step VII
Homework 1. Revise the directions for making a banana milk shake in activity 1b.
2. Make a conversation on how to make a salad. 教学后记：
Period Three
I. Teaching aims and demands:
Students learn to describe a process and follow instructions by reading and writing.
II. Teaching contents: 3a, 3b and 4, Section A.
III. Teaching key and difficult points:
Vocabulary:
first, next, then, finally, mix up, cut up, put...in/ into, turn on, popcorn, popper, sauce, oven
Target language:
How do you make fruit salad ?
First cut up.... Next put ...in .... Then.... Finally mix it all up .
Teaching Procedures:
教学步骤 教师活动 学生活动 备注 Step1
Revision Dictation.
Check the homework. Act out the conversations. Answer Step II
Section A 3a Speaking and
reading
Task 1. Point to the picture and ask students what they are doing. Revise to describe the process.
Task 2.Read the short passage and fill in the blanks with the words: First, next, then, finally
Task 3. Read the description.
Fill in the blanks read
Step III 3b
Pairwork
Task 1. Look at the instructions in 3a again.
Task 2. Look at the pictures and tell your partner how to make popcorn.
First put the popcorn into the popper.
Next turn on the popper.
Next pour the popcorn into the bowl.
Then put salt on the popcorn.
Finally eat the popcorn.
Show the instructions to the students and read them loudly. Say and write
Read the instruct-tions
录 音 机
Step IV
Game Recipe game
Make two teams. Write a recipe. Then cut it up. The other team has to put the recipe in order.
Play game Step V Summary Today we've leant how to make fruit milk shake and make popcorn. Listen
and make notes Step VI
Homework 1. Review the words.
2. Describe a process.
3. Copy and recite the instruction in 3a. 教学后记：
Period four
I. Teaching aims and demands :
Students learn to describe a process and follow instructions.
II. Teaching contents: 1a, 1b, 2a, 2b and c, Section B.
III. Teaching key and difficult points:
Vocabulary:
bread, slice, turkey, relish , meat, other, sandwich, tomato sauce, mustard
Target language:
How many tomatoes? How much mayonnaise?
First, next, then, finally.
Teaching Procedures:
教学步骤 教师活动 学生活动 备注 Step I
Revision Could you tell me how to make popcorn? Answer Step II
Section B 1a Reading and writing
Task 1. Teach the new words: relish, lettuce , turkey slices, sandwich, tomato, say each word and ask students to repeat it.
Task 2. Say, What things do you like in a sandwich?
Elicit a few examples from students and write them on the blackboard. Read the instructions and point to the lines where students write the things they like in a sandwich. Have students do the activity individually. Then tell the students what ingredients they wrote. Then ask students to repeat the name of each ingredient. Fill in the blanks
Write and say Step III 1b
Pairwork Students take turns asking your partner what he or she likes in sandwiches. One by one Step IV
Listening Task 1. Listen and circle the words you hear.
Task 2. Listen again and write the ingredients in the order you hear them. Then check the answers. 录
音机 Step V Pairwork
Task 1. Ask students to take a few minutes to write down the things they use to make their favourite sandwiches.
Task 2. Work in pairs.
Task 3. Ask several pairs to say their conversations to the class. Write
Work in pairs
Act out Step VI Summary Today we've leant how to make sandwiches. Listen
Step VII
Homework 1. Review the words.
2. Describe a process.
3. Copy and recite the instruction in 3a. 教学后记：
Five
I. Teaching aims and demands:
Students learn to describe a process and follow instructions by reading and writing a recipe.
II. Teaching contents: 3a, 3b, 3c and self check, Section B.
II. Teaching key and difficult points:
Vocabulary:
super, recipe, green onion, a slice of , add , lettuce , relish , top, pancake
Target language: Describe a process.
Teaching Procedures:
教学步骤 教师活动 学生活动 备注 Step1
Revision Check the homework Answer Step II
Section B 3a Task 1. Read the recipe.
Task 2. Fill in the chart.
Read
Fill in the blanks Step III 3b
Pairwork
Reading and fill in the recipe with the words from the box. Fill in the blanks 录
音
机 Step IV
pairwork Write a recipe for your favorite sandwich or another favorite.
Ask some Ss to read their recipes write Step V Selfcheck
Task 1. Fill the blanks with the words given .
Task 2. Write instructions for the correct way to eat Beijing Duck. Fill the blanks
write Step VI Summary Today we've leant how to make chick sandwich and turkey sandwich. Phrases：
1. pour...into 2. put...in(into) 3. turn on
4. turn off 5. turn up 6. turn down
7. put ...on 8. cut up 9. add...to
10. on top of 11. a bowl of 12. a slice of
13. a teaspoon of 14. mix up Listen
