3. 能力目标: 学会使用how many 和how much 分别对可数名词和不可数名词的量提问
2. Patterns: How do you make a banana smoothie?
How many bananas do we need?
How much cinnamon do we need?
1. vocabulary: blender, yogurt, turn on, cut up, peel, pour, put into, ingredient, cinnamon, teaspoon, amount, watermelon.
3. Listening.
VI Teaching procedures
1 Greetings and self-introduction.
2 Presentation:
Show different kinds of drinks. Ask: “Can you make a banana milk shake?” Show the process of making a banana milk shake with objects.
3 Practice:
Students watch the screen and tell the process of making a banana milk shake together.
4 Task 1: Let’s have a competition!
Have a competition among teams. Students of each team tell the process one by one. Each student says one sentence. Then decide which team did the best.
5 Task 2: Listening
Talk about other kinds of milk shake and food. Present how to make fruit salad. Talk about the ingredients and the amount. Then students listen to the conversations and fill in the two charts.
6 Task 3: Do it yourself!
Students work in groups. Make fruit salad within five minutes. Then the group leaders make a report about their salad. While they are making, ask them some questions.
7 Summary.
8 Homework:
Ask students to make a special meal for their parents to thank them and write down how to make it.
VII Blackboard design
How do you make a banana milk shake?
Peel → Cut up →
Put…into→ Pour…into→
Turn on → Drink
He Junrong
No.7 Middle School, Nanchong, Sichuan
2. How to use “how much” and “how many”
III Teaching approaches: task-based language teaching approach, real objects teaching approach.
IV Learning goals
1 Knowledge goals
Students can describe the process of making things and use Imperatives.
Language goals: Describe a process Following instructions |
Target language: How do you make a banana milk shake? First, peel the bananas and cut them up. How many bananas do we need? We need three bananas. How much yogurt do we need? |
Structures: Imperatives Countable/Uncountable nouns How many/How much questions Learning strategies: Guessing, Sequencing |
Vocabulary: peel, pour, put, amount, blender, milk shake, yogurt, watermelon, ingredient, teaspoon, cup, turn on, cut up, mix up, how much, how many, |
Recycling: apple, banana, orange, milk, drink |
2 Cognitive goals
Students can tell the countable nouns from the uncountable nouns. Students can use “how many”, “how much” correctly.
3 Affective goals
Students can cooperate with others and help each other in class. They can learn to thank their parents for their love and show their love to their parents.
V Teaching emphases and difficulties
1 Tell the process of making things.
2 How to use “how much” and “how many”
3 Listening
V About the students
The students have been learning English for more than one year. They can use simple everyday English to talk about the things around them. They are interested in learning new goal language and they enjoy taking part in different class activities. In this period, they can watch the beautiful pictures on the screen, listen to the conversations and make fruit salad by themselves, so they will have great interest in it.
VI Teaching emphases and difficulties
1. Tell the process of making things.
Vocabulary:
super, recipe, green onion, a slice of , add , lettuce , relish , top, pancake
Target language: Describe a process.
Teaching Procedures:
教学步骤 |
教师活动 |
学生活动 |
备注 |
Step1 Revision |
Check the homework |
Answer |
|
Step II Section B 3a |
Task 1. Read the recipe. Task 2. Fill in the chart. |
Read Fill in the blanks |
|
Step III 3b Pairwork |
Reading and fill in the recipe with
the words from the box. |
Fill in the blanks |
录 音 机 |
Step IV pairwork |
Write a recipe for your favorite sandwich or another favorite. Ask some Ss to read their recipes |
write |
|
Step V Selfcheck |
Task 1. Fill the blanks with
the words given . Task 2. Write instructions for the correct way to eat Beijing Duck. |
Fill the blanks write |
|
Step VI Summary |
Today we’ve leant how to make
chick sandwich and turkey sandwich. Phrases: 1. pour…into 2. put…in(into) 3. turn on 4. turn off 5. turn up 6. turn down 7. put …on 8. cut up 9. add…to 10. on top of 11. a bowl of 12. a slice of 13. a teaspoon of 14. mix up |
Listen |
|
Step VII Homework |
1. Review
the words and phrases. 2. Finish exercises. |
|
|
教学后记:
Students learn to describe a process and follow instructions by reading and writing a recipe.
Vocabulary:
bread, slice, turkey, relish , meat, other, sandwich, tomato sauce, mustard
Target language:
How many tomatoes? How much mayonnaise?
First, next, then, finally.
Teaching Procedures:
教学步骤 |
教师活动 |
学生活动 |
备注 |
Step I Revision |
Could you tell me how to make popcorn? |
Answer |
|
Step II Section B 1a Reading and writing |
Task 1. Teach the new words:
relish, lettuce , turkey slices, sandwich, tomato, say each word and ask
students to repeat it. Task 2. Say, What things do you like in a sandwich? Elicit a few examples from students and write them on the blackboard. Read the instructions and point to the lines where students write the things they like in a sandwich. Have students do the activity individually. Then tell the students what ingredients they wrote. Then ask students to repeat the name of each ingredient. |
Fill in the blanks Write and say |
|
Step III 1b Pairwork |
Students take turns asking your
partner what he or she likes in sandwiches. |
One by one |
|
Step IV Listening |
Task 1. Listen
and circle the words you hear. Task 2. Listen again and write the ingredients in the order you hear them. Then check the answers. |
|
录 音 机 |
Step V Pairwork |
Task 1. Ask students to take a
few minutes to write down the things they use to make their favourite
sandwiches. Task 2. Work in pairs. Task 3. Ask several pairs to say their conversations to the class. |
Write Work in pairs Act out |
|
Step VI Summary |
Today we’ve leant how to make
sandwiches. |
Listen |
|
Step VII Homework |
1. Review the words. 2. Describe a process. 3. Copy and recite the instruction in 3a. |
|
|
教学后记:
Period Five
Vocabulary:
first, next, then, finally, mix up, cut up, put…in/ into, turn on, popcorn, popper, sauce, oven
Target language:
How do you make fruit salad ?
First cut up…. Next put …in …. Then…. Finally mix it all up .
Teaching Procedures:
教学步骤 |
教师活动 |
学生活动 |
备注 |
Step1 Revision |
Dictation. Check the homework. Act out the conversations. |
Answer |
|
Step II Section A 3a Speaking and reading |
Task 1. Point to the picture
and ask students what they are doing. Revise to describe the process. Task 2.Read the short passage and fill in the blanks with the words: First, next, then, finally Task 3. Read the description. |
Fill in the blanks read |
|
Step III 3b Pairwork |
Task 1. Look at the
instructions in 3a again. Task 2. Look at the pictures and tell your partner how to make popcorn. First put the popcorn into the popper. Next turn on the popper. Next pour the popcorn into the bowl. Then put salt on the popcorn. Finally eat the popcorn. Show the instructions to the students and read them loudly. |
Say and write Read the instruct- tions |
录 音 机 |
Step IV Game |
Recipe game Make two teams. Write a recipe. Then cut it up. The other team has to put the recipe in order. |
Play game |
|
Step V Summary |
Today we’ve leant how to make fruit milk shake and make popcorn. |
Listen and make notes |
|
Step VI Homework |
1. Review the words. 2. Describe a process. 3. Copy and recite the instruction in 3a. |
|
|
教学后记:
Period four
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