教学设计Unit+7+How+do+y.doc

Unit 7 How do you make a banana milk shake?
一、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。
二、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 bananas do we need?
•We need three bananas.
三、重点词汇
Shake，milk shake，blender，turn on，cut up，peel，pour…into smoothie, yogurt, watermelon, ingredient, cinnamon, blender, teaspoon, cup
first, then, next, finally
三、重点句式：
Turn on the blender. Cut up the bananas.
Drink the mike shake.
Pour the milk into the blender.
Put the bananas and ice cream into the blender.
Peel three bananas.
How many bananas do we need?
How do you make a banana milk shake
How do you make… ?
First… , than… ,next… , finally….
四、语法知识：how much + 不可数名词
how many + 可数名词
•可数名词和不可数名词
•How much/How many 引导的特殊疑问句
五、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….
T: Can you guess what I like watching best?
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 Food and drink every day. Because 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 .
(二) Presentation:
T: What do we need for a banana smoothie? (Then show the smoothie card, lead reading, explaining it’s a kind of drink. Let the students say the word one by one for just two or three lines.
Ss: We need some bananas.
T: How many bananas do we need ?
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 can’t 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. Let’s see how to make it. Please look at the process.(The teacher 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, turn on the blender, finally, drink it.
On the screen :
First, peel…
Then, cut up …
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）Consolidation:
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 1: 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
(四) Use:
T：Now, which group can speak out the process?
Ok, boys and girls , 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, we’d like to .
T: Let’s learn how to make fruit salad? Salad, do you know? What do we need for fruit salad? Can you tell me?
Ss: We can need 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 students answer, lead reading and learn to say two teaspoons of cinnamon , two teaspoons of honey )
Let’s see how the foreigners make it.
Task Ⅱ： 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 a teaspoon of honey 等)
T: (show the screen of the sentences of how many and how much a nd the amount s of the nouns) Give some examples for this .
How many apples three
How much honey a teaspoon of honey
(六) Use :
Task Ⅲ：Speak out!
T：Pairwork! Choose the correct phrases into the blanks with your partner and then speak the m out.
banana apple pear orange egg milk yogurt
cinnamon honey salt sugar oil tea
Amounts(数量)
Ingredients(成份)
how many
apples
how 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 Ⅳ：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 students are in a group ,fill in the chart and according to the dialogue ,practice 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 salad/ 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.
(九)、Reflection教学反思：
优点：
一、本案例主要从导入、学新课、课后实践对学生的知识构建、能力培养、方法指导、活动组织、情感熏陶等，充分体现了教育新理念下的教师为主导、学生为主体的角色的变化。
二、新课标背景下的英语教学，教师应尽可能创设情景 努力激发和培养学生学习英语的兴趣与热情，使学生能够掌握一定的英语基础和听、说、读、写技能。教师要努力去发掘学生的学习主动性，要努力去改变课堂教学的方式、方法，使学生真正做到乐于主动、敢于主动、学会主动、享受主动，使主动学习成为学生的自发行为。
三、教师教学活动设计应融入生活，联系现实的一种课内教学资源，教师是教学活动的组织者、指导者、参与者、赏识者，不是教育教学的垄断者和包办者，学生才是学习的主人。
四、课堂教学要鼓励学生独立思考，更要倡导合作学习，使学生学会与同伴交流，敢于发表自己的见解，在信息传递中相互影响，在合作活动中互相启发，使学生在交流中成长。
五、学生是发展的主体，在成长过程中靠自己学习，在教学中我们应努力改变传统的说教教学，将内容与活动融为一体，学生在自己践行合作及师生互动中自觉地实现学习方法的更新、情感的升华、人格的完善、生活本领的增强。
六、创设真实情境进行直观实物教学，能让学生感到置身于真实的语言运用活动中， 而不是处在人为的学习环境中，能更轻松自如地掌握好知识技能。

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。