教学设计Unit7Howdoyoumakeabananamilkshake原稿件

Go for it ! Students Books (A)
Grade Eight
Unit7 How do you make a banana milk shake ?
Section A The First Period
陕西省宁强县第一初级中学韩芳
〔设计理念〕
本单元是在学了一般现在时，祈使句等语法项目的基础上，运用已掌握的语言点，依据指示语，学习询问和描述西餐的制作过程，从而加深学生对知识的感知。

本课的设计立足于学生的日常生活、饮食喜好以及学生对知识的积累，运用多媒体课件、课堂实际操作，激发学生参与饮食制作的教学活动，完成教学任务。

培养学生的动手能力，观察能力，语言综合运用能力。

为了更好的完成教学任务，本节课主要以直观演示教学为主，多媒体课件为辅，学生参与教学活动为主体，加强学生的协作意识，激发学生的个人潜能，达到掌握知识，培养能力的目的。

[教学目标]
1、知识目标：掌握本节课重点词、短语及句子.
Milk shake blender ice-cream yogurt peel drink cut up
put…into turn on pour…into turn off
How do you make a banana milk shake ?
How much yogurt do we need ?
How many apples do we need ?
2、语言目标：掌握可数名称与不可数名称
how much /how many 的用法.
3、能力目标：对听说读写能力进行培养。

⑴能够听懂制作食品的话题材料。

⑵能够口头描述食品的制作过程，能与其他学生熟练地交流。

⑶能够读懂介绍食谱的相关文章。

⑷能够用正确的词，短语为自己喜欢的食品写食谱。

4、情感目标⑴通过老师的演示，让学生明白制作食品的不易，从而让学生
认识到劳动的辛苦。

⑵在学生动手实践的过程中，培养他们的协作意识，让学生在
劳动中体验乐趣。

⑶在品尝食品的过程中，让学生分享成功的喜悦。

⑷在活动中培养学生良好的饮食卫生习惯及环保意识。

[讨论话题] 西餐的制作过程
[学习策略]①作猜测②连续性的描述
〔教学任务〕
课前任务：将学生分成小组（苹果奶昔小组；香蕉奶昔小组……让他们各自准备课堂上所需材料；收集一些制作西餐的食谱。

课中任务：在制作食品的过程中，大家齐心协力，共同参与，完成整个制作过程。

课后任务：通过课堂实践，让学生能够用所学知识，正确描述食品的制作过程，并能以书面的形式呈现出来。

〔教学过程〕
（Instruction: Teacher→T; Students→Ss）
Step 1. The teacher brings the objects to the classroom and puts them down on the teachers’desk.( knife, fruit ,milk…),then ask the
students to listen carefully.
T: This lesson we will learn to make a banana milk shake /an apple milk shake …
( When the teacher says the sentence ,at the same time, write down the words on the blackboard ,then teach them to read the words: banana milk shake,; apple milk shake…) Next ask the students ,
T: Can you tell me how to make a banana milk shake ?
( Look around the classroom ,but nobody answers )
T: Let’s try to make it ,OK ?
Step2.Pre–task
⑴Ask the students the question.
T: What do we need when we make a banana milk shake ?
( Let the students guess or fill in the blanks on the blackboard. ) T: We need these things : bananas, knife, milk, plate, cup, blender ,ice- cream
T: You are right .when we make a banana milk shake .We need these things ,such as, plate ,knife, blender…
⑵The teacher shows CAI to the students and teaches the words in this
lesson.
⑶ play game T: I will show you one of the objects ,please say it in English .Let ’s see who the fastest is .
（该活动的目的是让学生能够熟练掌握单词，以便在后期的活动中能流畅地运用他们进行对话，教师要及时地鼓励,表扬学生）
⑷ Teach the students to make a banana milk shake and get them to watch carefully.
(The teacher should wash hands before making it 该举动，让学生明白，饮食制作一定要讲究个人卫生)
⑸ The teacher acts and says the words ,like this.
T: Peel the bananas .(顺手将果皮放入垃圾袋内，加强学生的环保意识)
Cut up the bananas .
Put the bananas and ice cream into the blender .
Turn on the blender . Pour the milk into the blender .
blender
knife
cup plate
What do we need ?
ice-cream
banana s milk
Turn off the blender.
Drink the milk shake.(老师边喝边说delicious ,very good 激发学生动手制作的激情 )
⑹ Act again and repeat the steps of making in English .Let the students try to say the steps with the teacher .
⑺ The teacher acts ,the students say the steps .
Step3 While - Task
Task1 Show CAI to the students .Let them say the steps of making together.
Peel the bananas.
Cut up the bananas. Put the bananas and ice cream into the blender .
How to make a banana milk shake? Pour the milk into the blender.
Task2Turn off CAI .Let the students take out of a piece of Paper and write down the steps of making .Then ask some students to the front of class to read their answers .
(在此活动中，时刻鼓励那些敢于发言者)
Task3 Group work
Divide the students into small groups. Let them makean apple/banana milk shake / orange milk shake …
(此时，老师在教室来回检查，对学生予以必要的帮助)
Task4 Ask each group to the front to act ,one of them writes the steps ,in the same way ,other groups act one by one.
Task5 Ask these groups to read their steps, the others listen carefully and check them.（掌声鼓励做的好的组。

）Finally ,let the students drink their milk shake.
Task6 Finish 1b ,2a and 2b .Listen to the tape twice. First ,tell them to listen to aims and skills, then let them listen to the tape carefully. Task7 Open their books and turn to P42 .Read the conversation in 2c,then make the conversations each other after this model.
Task8 Ask some pairs to act ,the others listen and check .At last, show CAI to explain important points, how much /how many.
how many、how much
♦How many bananas do we need？
How many是疑问词，表示“多少”，后面需跟复数名词。

询
问多少人或物的句型是：How many+复数名词+一般疑问句。

♦—How much yogurt do we need？
(1)How much对不可数名词进行提问，表示“多少”，后面
跟不可数名词。

(2)how much 还可以问价格.
Begin the questions with how many or how much:
1.______rice do you want？
2.______ apples would you like？
3._______money do you have？
4.______books are there on the desk？
5._______ is the broccoli?
6._______ shoes can you see？
Step4 Homework
T: Tell me your favorite milk .Write down the steps of making in your exercise books.
[结束语]
T:Thank you for taking part in this activity .All the students are capable.
I’m very happy you can make milk shake .I believe you must do well if you work hard. Ok, That’s all for today .See you tomorrow.
Ss: See you.
[板书]
New words Steps of making Grammar
blender peel the… how many
yogurt cut up the… how much
ice-cream put the…into……
…
[教学活动评价]
学生学习活动评价表
[教学反思]直观演示教学法，给学生创设了语言习得的真实情景，学生容易掌握；
多媒体课件的使用，起到了图文并茂的良好效果，增大了课堂容量；课
堂上开展的活动，培养了学生的听说读写能力及观察能力；学生在实际
操作中 ,加强了协作意识，了解到中西方饮食文化的差异，认识到劳动
的价值；在品尝劳动成果中分享了快乐。

但在实际操作过程中，由于班
级人数过大（80多人），教室里出现了混乱的场面，老师难以控制局面，
与老师预设的效果有一定的差距。

如果重新上这这节课，首先，我会提
前将学生分成三或四个人的小组，让他们提前准备好所需用品，每个小
组选一个负责人的小组长，在操作的过程中协助老师做好监督和指挥工
作；其次，我不会将这样的活动局限在教室记进行，可以到空间较大的
地方开展活动。