新目標八下說課Unit7總

1、Unit 7 How do you make a banana milk shake? (Section A 1a-2c)本單元以 “How do you make a banana milk shake”為話題開展教學活動,其主要功能為：describe a process and follow instruction. 要求學生學會banana milk shake, fruit salad 等食物的制作過程. SectionA部分讓學生在聽一系列任務(wù)中學會關(guān)于食物的基本詞匯到用英語表述制作食物的過程，學生在學習過程中觀察了可數(shù)名詞與不可數(shù)名詞的區(qū)別，并學會如何使用 “How many/H

2、ow much?進行提問。本課時是本單元的第一課時，1a是語言知識的鋪墊，1b/2a/2b是聽力練習，1c/2c是操練鞏固重點句型。根據(jù)教材內(nèi)容分析我確定本課的類型是聽說課，新課標對聽力的要求有：抓關(guān)鍵詞，獲取主要信息和觀點，簡單記錄信息等。本節(jié)課的聽力教學我將緊緊圍繞這些要求而展開。我們的學生已經(jīng)學習并掌握了許多關(guān)于物品、食物、飲料等名詞，可以利用所學知識以舊帶新來學習新單詞，同時，七年級教材中已涉及到可數(shù)名詞和不可數(shù)名詞的用法，學生也就具備了學習本課知識的認知前提。新課標指出英語教學的目的是培養(yǎng)學生綜合運用語言進行交際的能力，根據(jù)課標提出的英語教學的五維目標的要求，再結(jié)合學生的學情，我把本

3、課的教學目標細化為：1培養(yǎng)學生抓關(guān)鍵詞，獲取主要信息和觀點，記錄信息等聽力技能；能使用how many和how much分別對可數(shù)名詞和不可數(shù)名詞的數(shù)量進行提問；能描述制作食物的過程，如：First,Next,Then,Finally,。2學習詞匯：表示物品和食品的單詞或動詞短語 milk shake, fruit salad, blender, cup, teaspoon, yogurt, ingredient,描述制作食物的動詞或動詞短語peel, cut up, putinto, pourinto,turn on, mix up; 掌握句型： How do you make a bana

4、na milk shake？ First, Next, Then, Finally, How many apples do we need? Three. How much yogurt do we need? One cup. 3. 通過pairwork, group work 的練習中，學會描述制作食物的過程，培養(yǎng)他們的動手能力與合作精神。4通過學習奶昔的制作過程，培養(yǎng)語用能力，讓學生把所學到的語言知識與生活實際結(jié)合起來，使學習過程生活化；了解中西方飲食文化的差異，學會尊重他人的風俗。根據(jù)教學目標和新課標，我確定本課的重點：培養(yǎng)學生抓關(guān)鍵詞，獲取主要信息和觀點的聽力技能， 用英語對事物的制

5、作過程進行描述根據(jù)學情分析，我預(yù)測本課的難點為：用how many 和how much 對可數(shù)名詞和不可數(shù)名詞進行提問并作出相應(yīng)的回答 正確區(qū)分可數(shù)名詞和不可數(shù)名詞。 用英語對事物的制作過程正確進行描述。教材處理：由于1b listen and put the instructions in the correct order,內(nèi)容如果在全部教授完奶昔的制作過程再做，學生可以完全不做聽力就可以做出來， 所以我就把這個內(nèi)容提前，在教授奶昔制作過程前教授，可以讓學生對奶昔制作過程有個大致的了解。為了突出重點，突破難點，本課我以3P教學法為主，配合任務(wù)型教學法和情景教學法，并借助多媒體進行輔助教學。

6、Next, I am going to talk about my teaching procedureStep 1 Warming up 1. First , get the whole class to watch a flash and sing the song: food , eating （直觀的flash and song,既活躍了英語課堂氣氛，拉近師生間的距離，又營造出一種和諧融洽的氛圍，使學生在獲取有聲信息的同時，輕松的進入課堂學習。）2.Brain storming: Then ask Ss “Do you like eating, do you like food? Ss

7、 says Yes, I will take you to a good placea food festival. T show Ss a picture of different foods, ask students, There are so many foods there. what can you see? Ss say out the food as much as they can. (通過帶學生去參觀美食節(jié)，給學生創(chuàng)設(shè)了一個真實的情境，美食節(jié)上各種美味可口的食品給學生帶來了很大的視覺刺激，學生可以自由回答自己所看到的食物，預(yù)習習慣較好的學生會說出本課堂將學的單詞。這時，我就

8、可以順勢呈現(xiàn)相應(yīng)圖片，教授新單詞milk shake ,fruit salad。)Step 2 Presentation1.Also, I will take two people with me ,one is xiaoying, which is from wenzhou, and Linda, which is from America. They are exchange ideas about western food and Chinese traditional food. Which foods are Chinese traditional food, and which f

9、oods are western food. Give Ss pictures of milk shake, salad, hamburgers, French fries, dumpling , noodles, zongzi and so on, ask Ss to classify them.(我這樣設(shè)計的目的是為了讓學生很好的區(qū)分西方食品和中國傳統(tǒng)食品，學生能很好的了解中西方飲食的差異，學會尊重他人的飲食風俗。)2. On the food festival , xiao ying is quite interested in milk shake ,and ask Linda, “

10、how to make a banana milk shake. Then Linda tells her.First, what tools do we need? 以圖片的形式，展示出blender , knife, plate, cup, teaspoon, What ingredients do we need? 展示出banana, milk, ice cream How many bananas do we need? two bananas How much ice cream do we need? a teaspoon of ice cream a box of milk T

11、wo teaspoons of ice crem two boxes of milk(在此過程中體會how many用how many 和how much 對可數(shù)名詞和不可數(shù)名詞進行提問并做出相應(yīng)的回答)And then Xiaoying tells Linda how to make a banana milk shake .3.Listening (1b) 1. Pre- listening, let the Ss predict what the process will be and do 1a.（1a 看圖將動詞turn on, cutup,drink, peel, pour put

12、 填如與其相對應(yīng)的圖片中，學生就會對奶昔制作中的步驟有一個大概的了解，聽前鋪墊活動為聽中）2. While- listening Listen and put the instructions in the correct order, then check the answer.3. Post listening （1）Ask one students to read the instructions out loudly.（2）. Let Ss watch the video about how to make a banana milk shake . Show the sentence

13、s and actions on the screen ,ask them to watch and repeat.Peel the bananasCut up the bananasPut the bananas and ice cream into the blender.Pour the ice cream into the blenderTurn on the blender.Drink the banana milk shake.通過觀看錄像，學生能加深印象，并容易記憶。Step 3 Practice1. A guessing game .ask one students to go

14、 to the front, and show him some pictures. Let him look at it and act, and the others guess. Let Ss confirm the keywords like “peel, cut up, put into, pour into, turn on , drink.”模仿幸運52節(jié)目中的游戲，一人根據(jù)圖片上的提示做動作，其他人猜這個動詞的含義，這樣，既能活躍課堂氣氛，又能鍛煉學生的表演能力和口頭表達能力。2. Pairwork Ask the students to work in pairs to ma

15、ke conversation on how to make a banana milk shake and fruit sald.這是一個合作互助的學習過程，既鞏固了該課的生詞和短語，也鞏固了本課的重點Step 4. how to make fruit salad. T: Xiao ying is also interested in fruit salad, and ask Linda how to make it .1.2a. 2b Before listening. Maria and Katie are making fruit salad. What ingredients do

16、they use?Get the Ss to know the ingredients of making fruit salad, and ask them to write the names of the ingredients under how much or how many in the chart(maybe Students answer is wrong)While listening: 1. Listen to the tape, ask Ss to listen and check if their answer is right.2. Listen again and

17、 write the name of the ingredient next to the correct amount.Post listening 3. Listen and imitate, pay attention to the intonation. （由于在制作奶昔的過程中，學生已經(jīng)學過了可數(shù)不可數(shù)名詞的用法，所以將2a 的聽力作為輔助材料，先讓學生填空，然后做聽力來檢查他們的答案是否正確,。2b要求學生抓主要信息，記關(guān)鍵詞，培養(yǎng)了學生相關(guān)的聽力技能。）Step 5 Production1. PairworkMake conversations about how to make

18、 fruit salad. （鞏固和操練所學的新句型，讓學生進一步理解聽力材料。）2. Group workLinda has told Xiaoying how to western food, milk shake and fruit salad, and Linda is also interested in Chinese traditional food, like Jiaozi. Can you tell her how to make dumplings.（Give Ss some pictures and expressions if they need help , then

19、 one students give a report學生通過小組之間的合作來復(fù)習和呈現(xiàn)食物的制作過程，其效果遠遠大于教師自己反復(fù)的說教。3. An apple a day keeps the doctor away. Weshould eat more healthy food.(要求學生養(yǎng)成健康的飲食習慣)Step 6 Summary 總結(jié)制作食物過程中表動作的詞匯，如何用how many 和how much 對可數(shù)名詞和不可數(shù)名詞進行提問并作出相應(yīng)的回答做一些適當?shù)木毩昐tep6 Homework 1. Listen to 2a/2b, and imitate.2. Make a con

20、versation like the model in 2c.3. Write down the steps of making a dumpling.Unit 7 How do you make a banana milk shake? (Section A 2a-4)本單元以 “How do you make a banana milk shake”為話題開展教學活動,其主要功能為：describe a process and follow instruction. 要求學生學會banana milk shake, fruit salad 等食物的制作過程. SectionA也是緊緊圍繞并

21、服務(wù)于本單元的大話題，安排聽，說一系列任務(wù)，在這些環(huán)節(jié)中讓學生學習了用英語表述制作食物的過程。本課時是本單元的第二課時， 2a/2b是聽力練習， 2c是操練鞏固重點句型3a是鞏固fruit salad 制作過程中所使用到的表順序的詞匯，3b要求學生根據(jù)3a的內(nèi)容來講述制作爆米花的步驟，進一步提升了前面所學的知識。根據(jù)教材內(nèi)容分析我確定本課的類型是聽說課，新課標對聽力的要求有：抓關(guān)鍵詞，獲取主要信息和觀點，簡單記錄信息等。本節(jié)課的聽力教學我將緊緊圍繞這些要求而展開。我們的學生在第一課時已經(jīng)學習并掌握了許多關(guān)于物品、食物、飲料等名詞，同時也初步理解了可數(shù)名詞和不可數(shù)名詞的用法，學生也就具備了學習本

22、課知識的認知前提。新課標指出英語教學的目的是培養(yǎng)學生綜合運用語言進行交際的能力，再結(jié)合學生的學情，我把本課的教學目標細化為：1培養(yǎng)學生抓關(guān)鍵詞，獲取主要信息和觀點，記錄信息等聽力技能；能使用how many和how much分別對可數(shù)名詞和不可數(shù)名詞的數(shù)量進行提問；能描述制作fruit salad, popcorn的過程，如：First,Next,Then,Finally,。2學習詞匯：表示物品和食品的單詞fruit salad, cup, teaspoon, yogurt, ingredient, popcorn, popper 不可數(shù)名詞量詞的用法 a teaspoon of two te

23、aspoons of 描述制作食物的動詞或動詞短語mix up, turn on, put in 掌握句型： How do you make a fruit salad/ popcorn？ First, Next, Then, Finally, How many apples do we need? Three. How much yogurt do we need? One cup. 3. 通過pairwork, group work 的練習中，學會描述制作fruit salad, popcorn的過程，培養(yǎng)他們的動手能力與合作精神。4通過學習fruit salad等食品的制作過程，培養(yǎng)語用

24、能力，讓學生把所學到的語言知識與生活實際結(jié)合起來，使學習過程生活化；了解中西方飲食文化的差異，學會尊重他人的風俗。根據(jù)教學目標和新課標，我確定本課的重點：培養(yǎng)學生抓關(guān)鍵詞，獲取主要信息和觀點的聽力技能，鞏固用英語對事物的制作過程進行描述根據(jù)學情分析，我預(yù)測本課的難點為：用how many 和how much 對可數(shù)名詞和不可數(shù)名詞進行提問并作出相應(yīng)的回答 正確區(qū)分可數(shù)名詞和不可數(shù)名詞。 用英語對事物的制作過程正確進行描述。教材處理：由于2a 聽力要求學生用how much , how many 來區(qū)分可數(shù)名詞與不可數(shù)名詞相對簡單，不用做聽力學生也能做出來，在這一步驟，我先讓學生先講ingred

25、ients 歸類，再聽一遍錄音來檢查他們的歸類是否正確。為了突出重點，突破難點，本課我以3P教學法為主，配合任務(wù)型教學法和情景教學法，并借助多媒體進行輔助教學。Next, I am going to talk about my teaching procedureStep 1 Warming up 1. First , get the whole class to watch a flash and sing the song: food , eating （直觀的flash and song,既活躍了英語課堂氣氛，拉近師生間的距離，又營造出一種和諧融洽的氛圍，使學生在獲取有聲信息的同時，輕松

26、的進入課堂學習。）2.Brain storming: Then ask Ss “Do you like eating, do you like food? Ss say Yes, I will take you to a good placea food festival. T show Ss a picture of different foods, ask students, There are so many foods there. what can you see? Ss say out the food as much as they can. (通過帶學生去參觀美食節(jié)，給學生創(chuàng)設(shè)

27、了一個真實的情境，美食節(jié)上各種美味可口的食品給學生帶來了很大的視覺刺激，學生可以自由回答自己所看到的食物， 復(fù)習第一課時所學過的詞匯)3.Also, I will take two people with me ,one is xiaoying, which is from wenzhou, and Linda, which is from America. They are exchange ideas about western food and Chinese traditional food. Which foods are Chinese traditional food, and

28、which foods are western food. Give Ss pictures of milk shake, salad, hamburgers, French fries, dumpling , noodles, zongzi and so on, ask Ss to classify them.(我這樣設(shè)計的目的是為了讓學生很好的區(qū)分西方食品和中國傳統(tǒng)食品，學生能很好的了解中西方飲食的差異，學會尊重他人的飲食風俗。)4. On the food festival, xiaoying is quite interested in milk shake ,and ask Lind

29、a, “ how to make a banana milk shake. Then ask one students to describe the process of making milk shake.(在一個真實的語言環(huán)境中要求學生講述上節(jié)課所學過的奶昔制作過程，學生很樂于接受這種形式的提問，會很樂意表達自己所知道的知識，很快沉浸到課堂學習之中。)Step 2 PresentationT: Xiao ying is also interested in fruit salad, and ask Linda how to make it .Show Ss a plate of frui

30、t salad, ask some to taste it, and let Ss discuss what fruits and ingredients are in the salad. List the words on the blackboard, divide the words into two parts:countable and uncountable nouns , and let Ss read the words together. (向全班同學展示一盤水果沙拉，并請幾個同學品嘗，然后分別說出沙拉中所包含的水果及調(diào)料，自然而然地引出了本節(jié)課的生詞, 可數(shù)名詞與不可數(shù)名

31、詞的分類，鞏固了學生對其的區(qū)分。）Step 3 Practice 1. Pairwork: Show some pictures about different kinds of fruits and ingredients, let Ss ask and answer in pairs , according to the pictures on the screen.S1: How many bananas can you see in the picture?S2: I can see five five bananas How much money can you see?S1: Ic

32、an see one bottle . A bottle of honey.（通過這個對話的操練，使學生能分清how much 和 how many 的用法，同時也鞏固了本課的生詞） 2.2a. 2b Before listening. Maria and Katie are making fruit salad. What ingredients do they use?Get the Ss to know the ingredients of making fruit salad, and ask them to write the names of the ingredients und

33、er how much or how many in the chart(maybe Students answer is wrong)While listening: 1. Listen to the tape, ask Ss to listen and check if their answer is right.2. Listen again and write the name of the ingredient next to the correct amount.Post listening 3. Listen and imitate, pay attention to the i

34、ntonation. （由于在制作奶昔的過程中，學生已經(jīng)學過了可數(shù)不可數(shù)名詞的用法，所以將2a 的聽力作為輔助材料，先讓學生填空，然后做聽力來檢查他們的答案是否正確,。2b要求學生抓主要信息，記關(guān)鍵詞，培養(yǎng)了學生相關(guān)的聽力技能。） Step 4 Practice (1). let Ss read the passage of 3a, and fill in the blanks with first, next, then, and finally. (2). Pairwork how to make fruit salad (3) groupwork ask Ss to make fruit

35、 salad in groups in the classroom.( The material should be prepared before class). Ask several studengs act as a journalists and interview the groups how they make it, to see which group is the best and give them prize. At last ,one student in each group give a report of the process of making it.開展小

36、組活動，共同制作水果沙拉，通過讓學生親身參與實踐活動，培養(yǎng)他們的動手能力。安排記者采訪各組，評出最佳食品，從而達到在采訪過程中實際運用語言的能力。 Step 5 Production 1. A recipe game, make two teams, one team write a recipe, then cut it up, the other team have to put the recipe in order. Ask them to use “ first, then, next, finally學生通過小組之間的合作來復(fù)習和呈現(xiàn)食物的制作過程，其效果遠遠大于教師自己的反復(fù)說教

37、。2. PairworkMake conversations about how to make fruit salad. （鞏固和操練所學的新句型，讓學生進一步理解聽力材料。）3. Group workLinda has told Xiaoying how to western food, milk shake and fruit salad, and Linda is also interested in Chinese traditional food, like Jiaozi. Can you tell her how to make dumplings.（Give Ss some p

38、ictures and expressions if they need help , then one students give a report學生通過小組之間的合作來復(fù)習和呈現(xiàn)食物的制作過程，其效果遠遠大于教師自己反復(fù)的說教。4. An apple a day keeps the doctor away. Weshould eat more healthy food.(要求學生養(yǎng)成健康的飲食習慣)Step 6 Summary 總結(jié)制作食物過程中表動作的詞匯，如何用how many 和how much 對可數(shù)名詞和不可數(shù)名詞進行提問并作出相應(yīng)的回答做一些適當?shù)木毩昐tep8Homewor

39、k Make dumpling with your family if possible, then write a short passage about how to make it.Unit 7 How do you make a banana milk shake? (Section B 1a-2c)本單元以 “How do you make a banana milk shake”為話題開展教學活動,其主要功能為：describe a process and follow instruction. 要求學生學會banana milk shake, fruit salad 等食物的制作

40、過程. SectionA部分，學生學會了如何用英語描述milk shake, fruit salad的制作過程，使用how many, how much 分別對可數(shù)名詞和不可數(shù)名詞進行提問， SectionB也是緊緊圍繞并服務(wù)于本單元的大話題，安排聽，說一系列任務(wù)，在這些環(huán)節(jié)中讓學生學習了用英語表述制作sandwich的過程。本課時是本單元的第三課時，1a是語言知識的鋪墊，2a/2b是聽力練習， 2c是操練鞏固重點句型。根據(jù)教材內(nèi)容分析我確定本課的類型是聽說課，新課標對聽力的要求有：抓關(guān)鍵詞，獲取主要信息和觀點，簡單記錄信息等。本節(jié)課的聽力教學我將緊緊圍繞這些要求而展開。我們的學生在前面兩課時

41、已經(jīng)學習并掌握了許多關(guān)于物品、食物、飲料等名詞，同時也初步理解了可數(shù)名詞和不可數(shù)名詞的用法，學生也就具備了學習本課知識的認知前提。新課標指出英語教學的目的是培養(yǎng)學生綜合運用語言進行交際的能力，再結(jié)合學生的學情，我把本課的教學目標細化為：1培養(yǎng)學生抓關(guān)鍵詞，獲取主要信息和觀點，記錄信息等聽力技能；能使用 in my sandwich, I like .表達自己所喜愛的sandwich 的類型及其原料。能描述制作sandwich的過程，如：First,Next,Then,Finally,。2學習詞匯：表示物品和食品的單詞 bread, butter, tomao, relish, onion, t

42、urkey slices, lettuce 掌握句型： In my sandwich, I like Do you like lettuce in sandwiches? Yes, I do. No, I dont.How do you make a sandwich？ First, Next, Then, Finally, 3. 通過pairwork, group work 的練習中，學會描述制作sandwich的過程，培養(yǎng)他們的動手能力與合作精神。4通過學習Sandwich等食品的制作過程，培養(yǎng)語用能力，讓學生把所學到的語言知識與生活實際結(jié)合起來，使學習過程生活化；了解中西方飲食文化的差異

43、，學會尊重他人的風俗。根據(jù)教學目標和新課標，我確定本課的重點：培養(yǎng)學生抓關(guān)鍵詞，獲取主要信息和觀點的聽力技能， 鞏固用英語對事物的制作過程進行描述根據(jù)學情分析，大部分學生沒有接觸過三明治的原料，我預(yù)測本課的難點為：Sandwich制作的原料的學習 用英語對事物的制作過程正確進行描述。 聽力語速較快，學生很難完成2b的聽力任務(wù)為了突出重點，突破難點，本課我以3P教學法為主，配合任務(wù)型教學法和情景教學法，并借助多媒體進行輔助教學。Next, I am going to talk about my teaching procedureStep 1 Warming up 1. First , get

44、the whole class to sing the song:Noodle, noodle, dumpling （一曲輕松的歌曲,既活躍了英語課堂氣氛，拉近師生間的距離，又營造出一種和諧融洽的氛圍，使學生在獲取有聲信息的同時，輕松的進入課堂學習。）2.ask some students to make a report about how to make popcorn.通過對制作爆米花的描述， 學生對前兩節(jié)課的內(nèi)容有了一次綜合性的復(fù)習Step 2 Presentationshow Ss a picture of a sandwich and ask “ do you like sandw

45、iches? Some may answer “yes”, some may answer “no”. T: Whats in the sandwich? Help students to answer this question by presenting pictures of sandwich ingredients and the words on the screen.學生根據(jù)已有的知識進行問答，通過形象的畫面，學生既復(fù)習了以往學習過的單詞，又接觸了本課的生詞。 Then ask Ss to finish section B 1a, then ask some Ss to read

46、it out.Step 3 Practice A guessing game, let Ss ask questions to find out what the teacher likes in the sandwich.S1: Excuse me, Miss Chen, do you like lettuce in sandwich?T： Yes, I do/ what about you?S1: I do,too./ I dont either.S2: Do you like tomatoes in sandwiches。學生非常喜歡這種猜游戲，這可以調(diào)動他們個方面的情緒，激活他們已有的

47、知識，再一次鞏固本課的生詞2. Pairwork: Show some pictures about different kinds of sandwiches and ingredients, let Ss ask and answer in pairs , according to the pictures on the screen.S1: whats your favorite sandwich？S2: My favorite sandwich is S1: Do you like lettuce /tomatoin your sandwich?S2；Yes, I do. /No, I

48、 dont（通過這個對話的操練，能使學生了解自己的同伴所喜愛的三明治的類型，通過相互交流，增進彼此之間的友誼，同時也鞏固了本課的生詞）Step 4 Listening 1.2a. listen and circle the words Before listening. Let Ss look at page 441a, and tell them were going to listen some ingredients of the sandwich and let them predict what they may hear.聽前預(yù)測為聽力任務(wù)的梳理完成奠定了堅實的基礎(chǔ)While li

49、stening: listen and circle the words they hear 要求學生要聽關(guān)鍵詞，2b listen and write the ingredients in the order they hear. Pre listening: let Ss look at the chart of 2b carefully 告訴他們記錄信息時要記關(guān)鍵詞，然后將其補充完整。While listening: ask them to listen and write the ingredient in the order they hear.因為聽力語速快，這個任務(wù)難度較大，所以

50、讓學生聽兩遍，（培養(yǎng)學生聽記筆記的技能） Post listening； play the tape again and let the Ss imitate. Ask them to pay attention to the pronunciation intonation and the target language.Step 5 Production 1. Pairwork my favorite sandwichAsk students to work in pairs and tell your partner how to make your sandwich with the

51、ingredients you like, the other students listen and draw the sandwich your partner describe , then show the picture to the class and describe the sandwich like this: This is my sandwich, first, I put some butter on.next,. 此活動始終圍繞本單元的主題展開， 既是一次聽的訓練，又在一定程度上鍛煉了學生動手和動口的能力， 同時也活躍了課堂氣氛。make a survey let S

52、s to work in groups and make a survey what the food do the members of his group like? And how to make them？在屏幕上給出本任務(wù)所需要的語言結(jié)構(gòu)，然后其中一人做報告。nameFavorite foodHow to make it我這樣設(shè)計的目的是鞏固操練目標語言，并就個人喜愛的三明治等食品加以交流，增進彼此之間的友誼，同時也培養(yǎng)讓學生學會合作。3. An apple a day keeps the doctor away. Weshould eat more healthy food.(要求

53、學生養(yǎng)成健康的飲食習慣)Step 6 Summary Help Ss summarize what they learnt today, and let them to summarize listening strategies.Step8HomeworkListen and imitatemake a conversation acoording to the listening material of 2a/2bwrite down the report of the survey Unit 7 How do you make a banana milk shake? (SectionB

54、 3a-4)本單元以 “How do you make a banana milk shake”為話題開展教學活動,其主要功能為：describe a process and follow instruction. 要求學生學會banana milk shake, fruit salad 等食物的制作過程. SectionA部分，學生學會了如何用英語描述milk shake, fruit salad的制作過程，使用how many, how much 分別對可數(shù)名詞和不可數(shù)名詞進行提問， SectionB也是緊緊圍繞并服務(wù)于本單元的大話題，安排聽，說一系列任務(wù)，在這些環(huán)節(jié)中讓學生學習了用英語表

55、述制作sandwich的過程。本課時是本單元的第四課時，3a部分是一篇閱讀，3b是選詞填空，3c部分是寫作。根據(jù)教材內(nèi)容分析我確定本課的類型是讀寫課，新課標對學生閱讀的要求有：能從一般文字資料中獲取主要信息，能利用上下文和句子結(jié)構(gòu)猜測詞義，能根據(jù)閱讀目的使用不同的閱讀策略等等。本課時的閱讀教學我將緊緊圍繞這些要求而展開。我們的學生已經(jīng)學習并掌握了許多關(guān)于物品、食物、飲料等名詞，上幾節(jié)課有又學了各種食品的制作方法，并且也有了一定的閱讀能力和寫作能力也就具備了學習本課知識的認知前提。新課標指出英語教學的目的是培養(yǎng)學生綜合運用語言進行交際的能力，再結(jié)合學生的學情，我把本課的教學目標細化為：1培養(yǎng)學生

56、讀寫能力，能用英語正確描述某食品的制作過程。能使用how many和how much分別對可數(shù)名詞和不可數(shù)名詞的數(shù)量進行提問；能描述制作sandwich, Beijing Duck的過程，如：First,Next,Then,Finally,。2學習詞匯：表示食品和動作的單詞 bread, butter, tomao, relish, onion, chicken slices, lettuce, two slices of bread, Beijing Duck, sauce, pancake, roll 掌握句型： Here is a recipe for a great turkey sa

57、ndwichHow do you make a sandwich？ First, Next, Then, Finally, 3. 通過談?wù)撁枋鲋谱鱯andwich的過程，培養(yǎng)他們的動手能力與合作精神。4通過學習Sandwich，Beijing Duck等食品的制作過程，培養(yǎng)語用能力，讓學生把所學到的語言知識與生活實際結(jié)合起來，使學習過程生活化；了解中西方飲食文化的差異，學會尊重他人的風俗。根據(jù)教學目標和新課標，我確定本課的重點：培養(yǎng)學生的閱讀和寫作能力 根據(jù)我班學生的實際情況，我預(yù)測本課的難點為為寫作，針對這種情況，我決定在寫前先和學生一起收集大量的信息和材料，寫時對他們進行及時指導為了突出重

58、點，突破難點，本課我以任務(wù)型教學法為主，配合情景教學法和提問引入法，并借助多媒體進行輔助教學。教材處理： 由于3b要求學生用詞填空制作三明治的過程，上一節(jié)課已經(jīng)學過，所以我就將這個內(nèi)容提前先做，然后再去做3a 的閱讀。Next, I am going to talk about my teaching procedureStep 1 Warming up 1. First , get the whole class to sing the song:Noodle, noodle, dumpling （一曲輕松的歌曲,既活躍了英語課堂氣氛，拉近師生間的距離，又營造出一種和諧融洽的氛圍，使學生在獲

59、取有聲信息的同時，輕松的進入課堂學習。）2.Brain storming: show Ss pictures of food, fruit, drink, relish and ingredient. Give them one minute to remember the things and the number. Divide Ss into two groups. Let them ask and answer in turns, and see which group can answer more questions correctlyS1： How many tomatoes a

60、re there?S2: Only one tomato.S3: How much bread is there？S4： Two slices of bread.學生非常喜歡這種記憶游戲，這可以調(diào)動他們個方面的情緒，激活他們已有的知識，再一次鞏固how many 和how much的特殊疑問句形式及可數(shù)名詞和不可數(shù)名詞的用法。Step2: Pre-reading 1.Help Ss to finish Section B 3b. then show a slide on which the recipe in random order. Ask Ss to put the sentences