1、Unit 3 How do you make a banana milk shake？【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 blenderHow many bananas do we need?We need three bananas.重点词汇可数
2、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,amountsmoothie,yogurt,watermelon,ingredient,cinnamon,blender,teaspoon,cup first,then,next,finally 【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
3、；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】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】1、抽取中心话题；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
4、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，
5、只围绕这一中心任务展开教学活动即可。【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】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】基本是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）Le
6、ad-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
7、。)T: Can you guess what I like watching best?（此句作为引导语，带领学生进入主话题，教师巧设问题，来组织教学，担当组织者的角色。 ）S: You like watching TV play/music?（引导学生积极主动学习）T: No, I like watching this. (At the same time, push the mouse, show the picture of Drink and Food Every Day on CCTV.即中央电视台天天饮食画面 ) Food and drink every day. Because
8、 I like cooking. So today I will show you some drinking and some cooking. Do you like it ?Ss: Yes, we (I) like it. T: Ok. First, I will show you how to make a banana milk shake .（这样便很自然地导入本课的学习任务。 ）(二) Presentation:T: What do we need for a banana smoothie? (Then show the smoothie card, lead reading,
9、 explaining its a kind of drink. Let the students say the word one by one for just two or three lines.在这个地方将第二个任务中的一个关键句型 What do we need for a banana smoothie?提到这儿。再者，我们往往会忽略让学生单个的试读，压缩学习过程，急于下一个单词的学习，这样即不符合学生的认知规律，也容易为学生的学以致用埋下隐患。)Ss: We need some bananas.T: How many bananas do we need? (本课的重点句型之一
10、出示，可用多媒体也可以板书)S：We need three bananas.T: Anything else?Ss: (the teacher can help the students answer) We need a blender (生词卡出示或用实物展示，lead reading, single reading)，a knife, a cup, a bag of milk, a bag of yogurt(生词卡出示或实物展示,lead reading, single reading).T: How much milk /yogurt do we need?（出示此句型，用多媒体或板
11、书）Ss: We can need a bag of milk and a bag of yogurt.T: Yes, we can need a bag of milk and a bag of yogurt, we cant need two bags of milk and two bags of yogurt.（让学生初步感知这两个句型，在此暂不作重点练习。 ）T: Now, we have the things for the banana smoothie. Lets see how to make it. Please look at the process.(The teach
12、er show the process with the things) First, peel the bananas,(While the teacher is making it ,lead reading. Show First, peel on the screen, the same to the next. ), and then ,cut up the bananas, and put them into the blender, next, pour a bag of milk and a bag of yogurt into the blender, and next, t
13、urn on the blender, finally, drink it. On the screen : First, peel Then, cut up Next, put into Next, pour into Finally, . T: Now we get the banana smoothie. Would you like to have a drink? Try , please. Let the students drink.（教师担当引导者的角色，学生在实践中学习）T: How do you feel?Ss: Very delicious.（三）Consolidatio
14、n:T: Would you like to make it yourself?（过渡语）Ss: Yes.T: We must remember the phrases we need. Now, pairwork, please.Task : Fill in the blanks and try to speak them out . _the bananas _ the bananas_the bananas and milk _the blender_ the yogurt _the blender_ the blender _it (there are pictures under t
15、he phrases 此环节做成课件，短语的上方是制作过程的图画， 并围成一个椭圆形。目的是让学生能够巩固制作 smoothie 的过程，并能够将这一过程叙述出来。学生活动为填词并口述这一过程，并能够依据指示语做事情。此处课件做得好，可激发学生参与的积极性。学生在合作学习的过程中，教师走到学生中间担当起帮助者一职。) (四) Use:T：Now, which group can speak out the process?（老师作为一名组织者 ，We can check three or four groups.此处多用鼓励性的语言，对学生进行过程性评价。) Ok, boys and girl
16、s , you can make the smoothie now, please make it at home, and let your parents have it ,I think it must be more delicious . Would you like to learn more ?Ss: Yes, wed like to . T: Lets learn how to make fruit salad? Salad, do you know? What do we need for fruit salad? Can you tell me?Ss: We can nee
17、d some apples /bananas/pears/oranges.(导入下一个环节)(五) Consolidation:T: How many apples/bananas/pears/oranges do we need?Ss: We need . We need cinnamon. T: How much cinnamon do we need?(show the cinnamon card, lead reading)Ss: We need a teaspoon of cinnamon.(the teacher shows the teaspoon and helps the s
18、tudents answer, lead reading and learn to say two teaspoons of cinnamon , two teaspoons of honey )Lets see how the foreigners make it.Task ： Listening and speaking out!Listen to the tape for page 43 of 2a and understand the importance of the lesson .(Fruit salad 的制作过程不作重点处理，重点是如何运用 how many how much
19、 a teaspoon of honey 等)T: (show the screen of the sentences of how many and how much and the amounts of the nouns) Give some examples for this .How many apples threeHow much honey a teaspoon of honey(六) Use :Task ：Speak out!T：Pairwork! Choose the correct phrases into the blanks with your partner and
20、 then speak them out.banana apple pear orange egg milk yogurtcinnamon honey salt sugar oil tea Amounts(数量)Ingredients(成份)how manyappleshow much a teaspoon of honey（这一环节的设置目的是让学生巩固所学习的第二个重点内容。学生学习方式 为合作、探究式的学习。 ）(七) Ability :Task ：Do it yourself! ( 此设计寓义双关，让学生尽可能地做到自己的事情自己做。)T: Groupwork : Four stude
21、nts are in a group ,fill in the chart and according to the dialogue , practise it with the other three students. You can do it as you like , Chinese food or western food is Ok . Ingredient amount apples three apples honey a teaspoon of honey Do it like this dialogue:A: What do we need for a pear sal
22、ad/ apples？B: We need .A: How many/much do we need?B: We need . Check it for three or four groups .（此环节仍是以学生合作学习为主，小组学习在必要时，教师扶持学生。 ） (八) Homework :Make some cooking at home for your family. You can make English food or Chinese food as you like.教学反思：优点：一、本节课抓住了新课程下课堂教学的三个特点：1、把握 “教材形散而神不散”的特点；2、课堂教学
23、情景性、任务性、活动性；3、活动设计立足于学生学以致用。二、本节课中师生角色的转换比较明显。教师作为一个组织者、引导者、扶持者出现；而学生始终是一个学习者、合作者、探究者，学生的主体地位得以实现。不足之处：一是本课局限于制作食物上，生活平台搭建过于单调，应该充分挖掘教学资源，如制作中国餐或设计中西餐饮文化对比的大讨论，能让学生在有限的时间里加深对中西餐饮文化意识的交流。二是应进一步发展学生的发散性思维及培养学生的创新意识。如巧设问题，设计有利于发展学生发散性思维而非知识性的问题，如：What have you learn from this class? Can you make any other kind of food? 这样才能更进一步做到以“学生发展为本”的课程观。学 优-中考;，网
