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1、Unit 3 How do you make a banana milk shake？I Teaching material: 1a-2b of Unit7, Grade 8(I), Go for itII Teaching aids: multi-media and some real objectsIII Teaching approaches: task-based language teaching approach, real objects teaching approach.IV Learning goals1 Knowledge goalsStudents can descri
2、be the process of making things and use Imperatives.Language goals:Describe a processFollowing instructionsTarget language:How do you make a banana milk shake?First, peel the bananas and cut them up.How many bananas do we need?We need three bananas.How much yogurt do we need?Vocabulary:peel, pour, p
3、ut, amount, blender, milk shake, yogurt, watermelon, ingredient, teaspoon, cup, turn on, cut up, mix up, how much, how many,Structures:Imperatives网Countable/Uncountable nounHow many/How much questionsLearning strategies:Guessing, SequencingRecycling:apple, banana, orange, milk, drink2 Cognitive goal
4、sStudents can tell the countable nouns from the uncountable nouns. Students can use “how many”, “how much” correctly.3 Affective goalsStudents can cooperate with others and help each other in class. They can learn to thank their parents for their love and show their love to their parents.V Teaching
5、emphases and difficulties1 Tel l the process of making things.2 How to use “how much” and “how many”3 Listening V About the studentsThe students have been learning English for more than one year. They can use simple everyday English to talk about the things around them. They are interested in learni
6、ng new goal language and they enjoy taking part in different class activities. In this period, they can watch the beautiful pictures on the screen, listen to the conversations and make fruit salad by themselves, so they will have great interest in it.VI Teaching emphases and difficulties1. Tell the
7、process of making things.2. How to use “how much” and “how many”3. Listening.VI Teaching procedures1 Greetings and self-introduction.2 Presentation:Show different kinds of drinks. Ask: “Can you make a banana milk shake?” Show the process of making a banana milk shake with objects. 3 Practice:Student
8、s watch the screen and tell the process of making a banana milk shake together.4 Task 1: Lets have a competition!Have a competition among teams. Students of each team tell the process one by one. Each student says one sentence. Then decide which team did the best.5 Task 2: Listening Talk about other
9、 kinds of milk shake and food. Present how to make fruit salad. Talk about the ingredients and the amount. Then students listen to the conversations and fill in the two charts.6 Task 3: Do it yourself!Students work in groups. Make fruit salad within five minutes. Then the group leaders make a report
10、 about their salad. While they are making, ask them some questions.7 Summary.8 Homework: Ask students to make a special meal for their parents to thank them and write down how to make it.VII Blackboard designHow do you make a banana milk shake？Peel Cut up Putinto PourintoTurn on DrinkHe JunrongNo.7
11、Middle School, Nanchong, Sichuan Unit 3 How do you make a banana milk shake？【教材分析教材分析】中心话题:谈论如何制作食物 教学目标: 1、学习询问和描述一种食物的制作过程； 2、学习询问和描述做一件事情的过程； 3、能够依据指示语做事情； 4、区分可数名词和不可数名词。 教学重难点 How do you make a banana milk shake?First,peel the bananas and cut it up. Then put the milk into the blender How many b
12、ananas do we need?We need three bananas. 重点词汇 可数名词和不可数名词How much/How many 引导的特殊疑问句turn on,cut up,peel,pour,put,mix uphow much,how many,amount smoothie,yogurt,watermelon,ingredient,cinnamon,blender,teaspoon,cup first,then,next,finally 【教学方法教学方法】启发式、提问式、设置语言情境、设计教学活动。依据是要把握好新课程的特点 及新课程标准的理念，课堂教学活动设计要把
13、握七点：一教材形散而神不散；二创造性地 使用教材，即“用教材教而不是教教材” ；三教学要情景性、任务性、活动性；四活动的关 键是学生学以致用。教师要给学生留有思维空间，体现学生自主、合作、探究式的学习； 五情景和语境创设要真实，体现语言实际应用；师生之间、学生之间互动充分，注重语言 运用能力培养。七保证 100的学生都能参与到各种形式的语言实践活动中。 【学习方法学习方法】自主、合作、探究性的学习，最大限度地调动学生的积极性，发挥教师知道作用，突 出学生主体地位；学生主动参与，勇于质疑，思维活跃，有足够的时间参与、体验和感知 语言学习。 【课堂教学整体设计思路课堂教学整体设计思路】1、抽取中心
14、话题； 2、挖掘重难点； 3、制定教学目标； 4、设置语言情境； 5、设计活动，展开语言训练； 6、强化记忆，发展学生的思维能力； 7、培养学生综合运用语言的能力 根据教材 “形散而神不散” 的特点抽取中心话题，挖掘出重难点，将教材整合。原教材 的安排是 How to make a banana milk shake 与 Make a preparation for a fruit salad 为两个教学 活动，本课的第二个重点 how many 与 how much 以及可数名词与不可数名词的量的表达 法就在第二个教学活动中，考虑到本课教学任务容量特别大，时间不够用，于是将第二个 教学难点提
15、前至第一个教学难点中一起出示，各种教学活动的设计都要围绕这一重难点， 层层递进，设置一个个小任务，任务与任务之间是递进关系，即前一个任务是后一个任务 的铺垫，因此，可将教材抛开，只围绕这一中心任务展开教学活动即可。 【教具教具】one blender/ bowl/knife/plant/cup, a bag of milk/yogurt, some bananas/pears/apples/oranges and so on . 【本课的情感态度价值观本课的情感态度价值观】在活动中渗透中西方餐饮文化，了解西餐的制作方法在语言的运用中感受中西方饮食文化的不同。 【教学过程安排教学过程安排】基本是
16、按照课堂的教学必备要素即导课、新知识的呈现、操练、巩固、知识的运用、 能力的拓展。也即 3P 教学，Presentation, Practise and Production. Teaching process: （一）Lead-in: Teacher (T): Good morning, boys and girls! Nice to meet you . Students (Ss): Nice to meet you, too! T: Do you like watching TV? Ss: Yes. T: What do you like watching best?S: I like watching music/animal world/TV play/sports. (选择学生比较熟悉的话题入手，目的 是既能引起学生的兴趣，引导学生用已学过的语言来回答，又可以增强师生间的情感交流 与沟通，还能引开所谈论的话题。)
