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）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）1要求掌握以下词汇： 1) 名词 n. shake, blender, yogurt, pot, spoon, salt, popcorn,
2、 corn2) 动词 v. drink, peel, pour, put, add， boil3) 副词 adv. finally4) 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,. Finally,.Difficulties（难点）：掌握可数
3、和不可数的食物名词熟练使用first ,then, next, finally等连接词描述某种过程Teaching steps（教学步骤）1. Warm-up and revision（课堂热身和复习）T: What do you like to eat? Lets go to the kitchen to get something delicious! Guess: Whats in the fridge?（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（呈现知识重点可数名词和不可数名词）T: Now, lets help
4、the foods find homes. （教师通过让学生选择帮助不同的食物“回家”，提高学生兴趣与积极性，并对可数和不可数名词的分类有清楚的认识。）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） 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
5、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. Work on 1a.T: Write these words in the blanks in the picture above.（教师可以四处走动，以帮助学生将动词正确搭配在相关词组中，也可以让学生发挥peer assessment的作用）
6、4. Work on 1b.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 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 1c.T: Cover the instructions abov
7、e. 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。）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 pu
8、t . 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. Dr. Know time! （turn up等词组的使用是个难点，此处适当进行解释和强化）7. Work on 3b.T: Now lets make popcorn. We need How do you make popcorn? Look at 3b. Complete the questions and answers. Then match th
9、em.（为了强化，正确使用first ,then, next, now, finally表述食物制作过程，把3b部分调整到此处。）T: Work in pairs and talk about the process of making popcorn. A: How do you make popcorn?B: First T: Lets try together. （此处是对3b的复现，同时进一步拓展和完善表述）8. GameGuessing game: This is a kind of food. They are very long. People often eat them fo
10、r breakfast. What are they?（通过游戏方式，引发学生积极性，同时也是结合了3c 的部分内容，为后面要求学生描述牛肉面的制作过程进行铺垫。）Group work: Can you make noodles with beef and tomatoes?9.HomeworkOral: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:Plant a tree, wash clothes, take out a book from the library.（根据学生程度进行口语和书面作业的布置，同时结合了3c 的内容，并拓展了学生描述某事物进行过程的能力）更多请关注“初中教师平台”公众号初中名师聚集地 全新升级助力初中教学各科最新优质资料陆续推送中快快告诉你身边的小伙伴们吧4
