金识源七年级英语下册 Unit 4 How do you make a banana milk shake Section A(1a-2c)教案 鲁教版五四制-鲁教版五四制初中七年级下册英语教案.doc

Unit 4 How do you make a banana milk shake?Section A (1a-2c)
一、教材分析 
本单元的中心话题是Cooking at home，主要围绕How do you make a banana milk shake?这一主题展开各种教学活动。并以这一主题引出可数名词和不可数名词，how many/how much 问句及祈使句等语言功能。本单元旨在让学生学会描述制作某个东西的过程和步骤，进而分析中西方在饮食文化方面的不同，通过听、说、读、写来培养学生综合运用这些知识的能力。最终让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，能准确地用英语来表达。
Section A 1a介绍本单元的重点词汇：一些用以描述香蕉饮料的制作过程的动词，并让学生根据图片选择正确的动词完成图中句子，由此引入本单元的主题；1b让学生听一段对话录音，根据听到的顺序给句子排序，帮助学生从听力材料中了解、获取目标语言；1c是一个口头会话练习（结对子活动），指导学生如何用目标语言进行对话（描述香蕉饮料的制作过程）；2a和2b是两个听力活动，通过听力训练帮助学生进一步了解目标语言的用法，落实听与写的技能目标；2c是结对子口语会话活动，从描述如何制作香蕉饮料扩展到如何制作水果色拉，以巩固目标语言，是对学生的一种语言输出练习。
二、教学目标
I．知识能力目标：
1) 能掌握以下单词： shake, milk shake, blender, turn on, peel, pour, yogurt, honey, watermelon, spoon, pot, add, finally, salt
能掌握以下句型：
① ─How do you make a banana milk shake?
─First, peel the bananas…
② ─How many bananas do we need?
─We need three bananas.
③ ─How much yogurt do we need?
─We need one cup of yogurt.
2) 能了解以下语法：
掌握用how much 和how many对事物的数量提问。
3) 学会描述做一些常见食物的过程，并能正确地运用表示顺序的词汇。
II．过程与方法：
在教学中通过实物演练、对话、小组合作等多种方式，为学生提供语言交流的平台，创设情境，唤醒和激活学生的智慧，激发学生的参与意识和学习积极性，使学生学会合作，交流，提高沟通能力，构建生活化的精彩课堂。
 III．情感态度价值观目标：
1. 通过制作食物的介绍, 培养学生的实际生活能力, 了解生活知识, 增长生活阅历, 培养实践操作能力和动手能力。
2. 通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。
三、教学重难点
1. 教学重点：
1) 用how much与how many来对数量提问。
2) 动词词组；描述过程的顺序词。
2. 教学难点：
能恰当地使用祈使句表达食物的制作过程。
四、教学策略方法
（1）直观教学法：充分利用图片与实例，创设真实的情景，引起学生学习兴趣。
（2）听说教学法：以听、说、读、写、练为主，通过对本课重点句型的学习培养学生听力、口语以及书面语的能力。
（3）任务型教学法：设计各种活动如结对活动、小组合作，促使学生为用而学，增强集体荣誉感。
五、教具准备：Music, pictures, cards
六、教学过程
I. Warming up
1. T: What’s your favorite fruit?
S: apple, orange, strawberry, banana, pear, watermelon.
2. T：What’s your favorite drink?
S: Cola/ milk/ juice/ tea/milk shake…
II. Lead-in
T: Great, those taste nice. Today we are going to learn how to make a banana milk shake. How many bananas do we need? How much milk do we need?
S: ….
Teacher shows the pictures to students, and makes students know the process of making milk shake. Then write down the key words on the blackboard.
How much How many wash first
One box of 2 bananas peel then
cut up next
put…into blender after that
turn on… last
pour

2. Do 1a. Ask Ss to write the names of the actions. Choose the correct words. Ask Ss to fill in the blanks on their own. Then check the answers.
3. Teach the names of all items. Point to the pictures of the items and ask students to repeat.
Focus on the pictures. Ask the students to tell what they see in the picture. Describe each action and ask students to repeat the following:
peel the bananas, cut up the bananas, put the bananas and the , milk in the blender, pour the milk in the blender, Turn on the blender; drink the milk shake.
4. Point out the actions in the picture and the list of actions in activity 1b .
Play the recording and check the answers. Ask students to recite the conversation at once.
Ⅲ. Listening
1b Listen and put the instructions in order.
Ⅳ. Game
1. Show some pictures in the big screen.
2. Let Ss tell what they can see.
3. Let Ss try their best to say how to make a banana milk shake.
Ⅴ. Pair work
Work on 1c:
1. Let Ss read the model with a partner.
2. Use the information in 1b. Ask and answer with a partner.
3. Let some pairs ask and answer about the chart.
Ⅵ. Listening
Work on 2a:
1. Let Ss look at the pictures below. Let one student read the words in the pictures if necessary.
2. Play the recording for the Ss to listen and complete the chart.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the chart below. Tell Ss that they should write the ingredient under the correct amount in the chart.
2. Play the recording for the Ss to write the correct answers in the chart.
3. Play the recording again to check the answers.
Ⅶ. Pair work
1. Tell Ss to ask and answer questions about how to make fruit salad.
2. Give a model to the Ss.
3. Ss work in pairs. Try to ask and answer about how to make fruit salad.
4. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversations and fill in the chart below.

one
cabbage
one

three

four

five

some

2. Explain some new words and main points in the conversation.
① one more thing 另外一件事情
another ten minutes 再多十分钟
“数字+ more + 物品” 指“另外的……”
“another + 数字 + 物品” 指“另外的……”
当数字为one时，常与more连用或只用another
Give me two more hamburgers, please. 请再给我两个汉堡。
The boys rode another two hours.
那些男孩子们又骑了两个小时。
Do you want one more cup of tea?
Do you want another cup of tea?
你想再来杯茶吗？
② forget to do sth. 忘记（去）做某事
Don’t forget to close the windows.
不要忘记关上窗户。
3. Let Ss read the conversation after the teacher.
4. Practice the conversation with their partner. Then let some pairs to act out the conversation.
Homework:
做自己喜欢的水果奶昔，并简要说明过程。
可以用下列表示过程的词汇来让你描述更加清晰明了。
first, next, then, … finally…
七、板书
Unit 4 How do you make a banana milk shake?
the key vocabulary:
You need to do these: peel, cut up, put...in/into ,pour...in/into,
turn on, drink
2) You need: yogurt, blender, shake
the target language
Peel the bananas.
Cut up the bananas,
Put the bananas and yogurt in/into the blender.
Pour the milk in/into the blender.
Turn on the blender.
Drink the shake.
八、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milk shake 因新奇而产生求知欲，因此他们积极参与课堂活动，对make an apple shake 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apple shake 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。