Unit3Howdoyoumakeabananamilkshake精讲文档格式.docx
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Unit3Howdoyoumakeabananamilkshake精讲文档格式.docx
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(1)培养学生与人交往中具有的积极态度,了解中西方在谈论可数名词与不可数名词的不同方式;
(2)了解更多的关于饮食方面的词汇,询问或描写一种食物的制作过程。
4)跨学科学习
(1)肢体运动智能;
(2)逻辑排序;
(3)概括与推理。
四、
学习策略与思维技巧
(1)作猜测;
(2)按次序排列信息;
(3)进行连续性的描述。
五、
课前准备
阅读资料或社会调查,了解水果色拉、奶昔、爆米花、三明治、北京烤鸭等食品的制作过程,准备一台果汁机。
六、
课时安排6课时
第一课时:
SectionA1a,1b,1c
第二课时:
SectionA2a,2b,2c
第三课时:
SectionA3a,3b,4
第四课时:
SectionB1a,1b,2a,2b,2c
第五课时:
SectionB3a,3b,3c,4,self-check
七、教案设计
PeriodOne
Ⅰ.Teachingcontents
SectionA1a,1b,1c
Ⅱ.Teachingaimsanddemands
Learntodescribeaprocessandfollowinstructions.
Ⅲ.Teachingkeysanddifficultpoints.
1.
Vocabulary:
turnon,cutup,drink,peel,pour,put,blender,shake.
2.
Targetsentences:
Howdoyoumakeabananamilkshake?
Peelthebananas;
cutupthebananas;
putthebananasandtheice-creamintheblender;
Pourthemilkintotheblender;
Turnontheblender;
Drinkthebananamilkshake.
Ⅳ.Teachingmethods
Watching,listening,writingmethods;
Pairwork
Ⅴ.Teachingaids
ataperecorder;
aprojector
Ⅵ.TeachingProcedures
Step1Warmup/revision
Task1.Enjoyamovieandrelax
Task2.Revisethenamesofsomefood,vegetables,meat,fruits,drinks.
Step2.Thekeyvocabulary
Task1.Discusswherepeopleusuallyhavemealsandwherethefoodsarefrom.(home-cooking,take-awayfood)
Task2.Discusswhatfooddopeoplemake.(Somepeopleliketocoolbodybymakingfoodathome,especiallyinsummer.Theweatheristoohot.Sopeoplemakesomefoodtocoolbody.)
·
bananamilkshake
fruitsalad
(Possible:
Popcorn,sandwiches,pancake)
Task3:
Learnhowtomakeabananamilkshake.
·
Teachthenamesofallitems.Pointtothepicturesoftheitemsandaskstudentstorepeat.
Focusonthepictures.Askthestudentstotellwhattheyseeineachpicture.Describeeachactionandaskstudentstorepeatthefollowing:
Peelthebananas.Cutupthebananas,
Putthebananasandice-creamintotheblender.Pourthemilkintotheblender.Turnontheblender.Drinktheshake.
.
Task3.Askstudentstowritethenamesoftheactionsontheblacklines.Thenchecktheanswers.
Step3.Listening
Task1.Pointtotheactionsinthepictureandthelistofactionsin1b.Askdifferentstudentstolookatthepictureadtellwhatishappening.
Task2.Playtherecordingforthefirsttime.Thestudentsonlylisten.Thenlistenagain,numbertheinstructions
Step4.Practiceusingthetargetlanguage
Task1.Pairwork.Askstudentstostarttheirconversationslikethesampleconversation.
Task2.Trytotalkabouthowtomakeanapplemilkshake.
Step4.Homework
1.Reviewthewords.
2.Trytomakeabananamileshakeoranapplemilkshakeforparentsathome.
Relatedexercisesinclass
I.读句子,圈出正确的词
1.First(peel/pour)threebananas.
2.Then(turnon/cupup)theapples.
3.(Drink/Put)thebananasintheblender.
4.(Put/Turnon)theblender.
5.(Pour/Peel/drink)themilkshake.
II.单项选择
6.Somefactoriespourthedirtywatertheriver.
A.intoB.inC.to
7.It’sdarkintheclassroom.thelights,LiLei.
A.TurnonB.TurnoffC.Open
8.Herearesomeapplesandbananas,please.
A.givetoPeterthem
B.givethemtoPeter
C.givePetertothem
9.Maryisteaforherguestsathome.
A.cookingB.makingC.doing
10.—CanIhelpyou,sir?
—Yes,I’dlikefiveandsomepeas.
A.potatoesB.MeatsC.bananas
Purposesforthedesigns
观看有关食物的电影片断,调动情感,营造氛围。
采用brainstorming方式复习所学过的相关食物的名词,增加学生兴趣。
让学生讨论人们一日三餐在哪里吃,所吃的食物又从哪里来。
炎热的夏天,人们总喜欢做些食物来解暑。
直接通过图示来学习相关新词汇,让学生在感知中习得语言。
根据图示学习句子,感受制作香蕉奶昔的过程
学习课本P411a
提供图片,让学生练习各项活动所对应的句子。
1b听力训练,学习制作香蕉奶昔的全过程
模仿1c中的对话提示,让学生利用目标语编对话。
通过口语交际训练,充分学习领会制作奶昔的全过程。
在学生熟知制作香蕉奶昔的同时学习制作苹果奶昔。
这是对知识能力的迁移性训练。
此时知识的适当拓展对学生来说容易接受。
巩固所学知识,学习与生活紧密结合,学以致用。
附课堂练习,可检测学生对所学知识的掌握程度。
教学反思:
饮食这一话题,紧密联系学生生活,他们既熟悉又感兴趣。
而且学生对milkshake因新奇而产生求知欲,因此他们积极参与课堂活动,对makeanappleshake的程序掌握得很好,一些英语后进生也在课堂上“跃跃欲试”。
此外,让学生学习制作appleshake的制作,从而实现了对知识能力的迁移地训练,学以致用,并通过随堂练习检测到学生对本堂课所学的知识掌握得很好。
PeriodTwo
SectionA2a2b2c
Learntodescribeaprocessandfollowinstructionsbyguidedlisteningandwritingpractice.
Ⅲ.Teachingkeyanddifficultpoints.
Vocabulary:
yogurt,acupof,howmany,howmuch,twoteaspoons,goodidea,fruitsalad,ingredient,countablenouns,uncountablenouns.
Targetsentences
Howmanybananasdoweneed?
Howmuchyogurtdoweneed?
Let’smakefruitsalad.OK,goodidea.
watching,listening,writingmethods;
Ⅵ.TeachingProcedure
Step1.Warmup/Revision
Task1.Brainstormkindsoffoodagain.
Thistime,letstudentstrytobrainstormcountableanduncountablenouns.
Task2.Gameshow.Letstudentsintroducehowtomakeabananamilkshakeoranapplemilkshakeingroups.
Step2.Keyvocabulary
Task1.Discusswhatweneedwhilemakingabananamilkshake.
Task2.Discusswhatingredientsweneedwhilemakingfruitsalad.
Introducethenewvocabularyusingthepicturein2a.
Step3.Listeningandwriting
Task1.Listentothetapeandfillthecountableanduncountablenounsseparatelyintheformabout“howmuch”and“howmany”.
Task2.Lookat2b,andlistentothetapeoncemore.Fillthematerialsneededformakingthefruitsalad.
Thenchecktheanswers
Step4.Pairwork
Task1.Dopairworkaccordingtothelisteningmaterialsin2b,using“howmany”or“howmuch”questions.
Howmuchyogurtdotheyneed?
Theyneedonecup.
Howmanybananasdotheyneed?
Theyneedthree.
Task2.Askandanswerquestionsabouthowtomakefruitsalad,usingthedialoguein2c.
Let’smakefruitsalad.Ok,goodidea.
Onecup.
Howmanyapplesdoweneed?
Weneedtwo.
Step5.Homework
1.Makeaconversationonhowtomakefruitsalad.
2.Writeoutallthecountableanduncountablenounslearnedsofar.
Relatedexercisesinclass.
I.用howmany或howmuch填空。
1.milkshakeisthere?
2.bagsofyogurtdoyouneed?
3.____watermelonsdoesheneed?
4.Therearesixbagsofriceintheroom.(划线部分提问)
bagsofricearethereintheroom?
5.Susanwantssixbottlesofmilk(同上)
milkdoesSusanwant?
6.Howmanydoweneed?
A.yogurtB.honeysC.oranges
7.Iofteneatsomeandafewpiecesofforbreakfast.
A.eggs…breadsB.egg…breadC.eggs…bread
8.Jimatemeatattheparty.
A.muchtooB.toomanyC.toomuch
9.…Whynotgoswimming?
It’stoohot.
….
A.Goodidea!
Whynot?
B.Certainly,Ilikegoing.
C.That’sallright.Pleasego.
10.Iwanttobuy.
A.twobottlesofmilks.
B.Twobottlesofmilk.
C.Twobottleofmilks.
III.补全对话
A:
Let’s11anapplemilk12.
B:
That’sagood13.Whatdoweneed?
Letme14.Cut15twoapples;
Pourtwocupsofmilk16theblender.
Bytheway,doyou17yogurt?
Yes,Ilikeitverymuch.
How18doyouneed?
Onecup.Ok,couldyouplease19ontheblender?
Sure.Iliketodoit.
Andwecandrink20soon!
Purposeforthedesigns
让学生再次“头脑风暴”,把所学过的食物名词按可数与不可数进行分类,这是本节课学生所必须掌握的内容之一。
学生分组自由描述制作香蕉奶昔或苹果奶昔的过程。
让学生讨论制作香蕉奶昔所需要的材料。
提供2a图片,让学生学习制作水果沙拉所需的材料。
听录音,填写表格,这里要求学生能够区别出可数与不可数名词。
再听录音,写出MariaandKatie制作水果沙拉所需要的详细材料。
根据2b听力内容,用howmuch或howmany编对话,这是对Grammarfocus的强化训练,也为下个学习任务打基础。
学生运用目标语言展开对话,学生学会正确运用howmany/howmuch引导的特殊疑问句及可数与不可数名词的用法。
相关课堂练习集锦
教学反思:
让学生再次把所学过的食物名词按可数与不可数进行分类,这是本节课学生所必须掌握的内容之一。
学生分组自由描述制作香蕉奶昔或苹果奶昔的过程及制作香蕉奶昔所需要的材料,从而复习了上一堂课的内容,同时过渡到2a部分的教学,让学生学习制作水果沙拉所需的材料。
绝大部分能学生运用目标语言展开对话,并正确运用howmany/howmuch引导的特殊疑问句及可数与不可数名词的用法听、说能力均得到了训练。
PeriodThree
Sectionb3a,3b,4
Learntodescribeaprocessandfollowinstructionsbyreadingandwriting.
1.Vocabulary:
first,next,then,finally,watermelon,mixup,popper,popcorn,recipe.
2.Targetsentences:
Howdoyoumakefruitsalad/popcorn?
Firstcutup…Nextput…in…
Then…Finallymixitallup.
watching,writingmethods;
pairwork
Recipegame
aprojector,
Step1.Warmup/Revision
Task1.Revisetheconversationin2c
Task2.Discusshowtomakefruitsalad,accordingtooneoftheconversationsmadebystudents.
Cutupthreebananas,threeapples,andawatermelon.
Putthefruitinabowl.
Putinsomehomeyandyogurt.
Mixitallup.
Step2.Vocabulary
Task1.Showpicturesonhowtomakefruitsalad.Learnfirst,next,then,andfinally.
Task2.Readtheshortpassagein3aandfillintheblankswiththewords.
Step3.Pairwork
Task1.Actouttheconversationin3a.
Task2.Showpictures.Learnhowtomakepopcorn.Thentalktoeachother.
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