Unit3_ How do you make a banana smoothie_.doc

此文档收集于网络，如有侵权，请联系网站删除Unit3: How do you make a banana smoothie?Teaching plan for the unit: Teaching analysis:学习询问和描述一种食物的制作过程、学习询问和描述做一件事情的过程、能够依据知识语做事情、区分可数名词和不可数名词。Teaching aims demands :In this unit students learn to describe peoples appearance.Teaching main points and difficulties: First, cut up three bananas.How much cinnamon do we need?Next, then, finally, turn on, drink, peel, pour, put, make, mix, popcorn, popcorn popper, salt, smoothie, tablespoon, teaspoon, watermelon, yogurt, blender, honey, into, cupTeaching method: Ask and answer.Listening, speaking, reading and writing.Teaching tools:A recorder .Some objects: Some pictures of famous people. Section ATeaching plan for this unit:Teaching aims: Ask the student to learn how to describe a persons appearance.Teaching analysis:这一部分主要学习询问和描述一种一种食物的制作过程以及事情的过程。Teaching main points and difficulties: l Turn on the blender.l Cut up0 the bananas.l How many bananas do we need? Three.l How much yogurt do we need? One cup.l How do you make a banana smoothie? Teaching method:Listening, speaking, reading and writingTeaching tools:A recorder .Teaching steps:l You can introduce new vocabulary and give Ss a clear picture of the process that is described in this unit by using the pictures in the unit.l Teach the names of all items. Point to the picture of the item and ask Ss to repeat.1a This activity introduces the key vocabulary.l Focus attention on the pictures. Ask Ss to tell what they see in the picture. Say, The picture shows some actions. Describe each action and ask Ss to repeat: peel a banana; cut up a banana; put bananas and yogurt in a blender; pour milk into a blender; turn on the blender; drink a banana smoothie.l Point out the blank lines in the picture. Ask Ss to write the names of the actions on the blank lines.l Give one sample answer. Then ask Ss to fill in the blanks on their own. Ask a student who finishes first to write the answer on the board.l Check the answer on the board and ask Ss to correct their own answers.1b This activity gives Ss practice in understanding the target language in spoken conversation.l Point to the actions in the picture and the list of actions in activity 1b. Ask different Ss to look at the picture and tell what is happening. Ask others to read the list of actions in activity 1b.l Play the recording for the first time. Ss only listen. Point to the correct part of the picture in activity 1a when you hear that part on the recording.l Play the recording a second time. This time say, Now listen to the conversations. Number the instructions.l Ask Ss to complete the activity on their own.l Correct the answer.1c This activity provides guided oral practice using the target language.l Point out the instructions in activity 1b. Ask a student to read the instructions in the correct order.l Say, Now work with a partner. Cover the instructions in 1b and tell your partner how to make a banana smoothie.l Point out the example in the speech in the speech bubble and say, You can start like this, if you want to .l As they talk, move around the room monitoring their work. Offer language support as needed.l Ask one or two Ss to say the list of instructions to the class without looking at the book.2a This activity provides guided listening and writing practice using the target language.l Point out the two columns in the chart and read the heading, How much and How many.l Say, Maria and Katie are making a fruit salad. Listen carefully to what theyre saying.l Next say, Listen again. Look at the chart in your book, you can count some of the ingredients they talk about. For example, you can count three bananas. Write these ingredients under the works How many. You cannot count some of the ingredients. Write the words you cant count under the words How much.l Point out the sample conversation. Ask two Ss to read it to the class. Ask, Which things can we count? (bananas) Ask, Which thing cannot be counted? (cinnamon)l Point to the sample answers and read these answers to the class.l Play the recording a second time. This time Ss write the words in the correct column in the chart.l Check the answer.2b This activity provides listening practice using the target language.l Point to the chart and ask a student to read the amounts in the first column. Point out the measuring up and a teaspoon in the picture above.l Point to and read to the class the heading at the top of each column. Ask Ss to say what these words mean using their words.l Say, Listen to the recording again. This time liste3n to the amount of each ingredient the girls talk about. Write the name of each ingredient after the amount in the chart.l Point out the example. Say, The word yogurt is written after the words one cup. One girl asks, How much yogurt to we need? And the other girl answer, One cup.l Play the recording. Ss write words in the correct spaces in the Ingredient column.l Check the answers.2c This activity provides guided oral p0ractice using the target language.l Read the instruction for the activity.l Point to the sample conversation. Ask two Ss to read the questions and answers to the class.l Have Ss work in pairs. As they ask and answer the questions, move around the room monitoring their work.l Check the answer by asking different pairs to do one question and answer each.Grammar focusl Review the grammar box. Ask Ss to say the questions and answers.l Write the words countable and uncountable on the board. Ask one or two Ss to explain what these words mean.l Point out that we use how many to ask about countable items and how much to ask about uncountable items.l Ask Ss to look back at the directions for making a banana smoothie in activity 1b. Ask, Is these ever an s at the end of an instruction word? Is there ever an ed at the end? Is there ever a to before an instruction word? Explain that verbs used to give instructions are simple from of the verb, without anything before it, and without any added ending.3a This activity provides reading and writing practice using the target language.l Point out the picture and ask Ss what the boy and girl are doing. Ask the Ss to say any ingredients they can see in the picture.l Point to the four words at the beginning of the activity. Ask Ss which one always comes first. Ask the Ss to number 1 next to it. Then ask the Ss to number the other three words to show the order they come in.l Ask pairs of Ss to read the conversation to the class, filling in the missing words. Ask Ss not to write in the answer yet. If a student isnt sure what word to use, ask other Ss to suggest which one to use.l Repeat the activity. This time, ask Ss to write in the answer.l Check the answers.3b This activity provides guided oral practice using the target language.l Point out the pictures. Ask Ss to tell what is happening in each picture. Then point to the words and pictures in activity1a and review the meaning of popcorn, popcorn popper, salt, and bowl.l Ask a student to read the directions in the speech bubble.l Read the instruction for the activity to the class. Then say, now you will work with a partner. You will tell your partner how to make popcorn.l Help Ss find partners. Have the Ss work together for a few minutes.l Then ask one or two Ss to tell the class how to make popcorn.4 This activity provides listening, speaking, reading, and writing practice using the target language.l Ask Ss to work in teams of three or four. Help Ss form teams.l Read the instructions to the class. Say, Each team will write a different recipe. Use the words first, next, then, and finally in your recipes.l Ask for suggestions for recipes. List the ideas on the board. Ss might suggest recipes for sandwiches or omelets, for example.l Point to the example in the pictures. Ask a student to read the examples to the class. Say, Each team writes a different recipe. Write each instruction on a separate line. Then cut up the recipe into separate lines. Another team puts the instructions in the correct order.l As the teams work on their recipes, move around the room checking their work. Help with names and amounts of ingredients as well as names of kitchen items. Also help Ss keep the vocabulary as simple as possible, using words that the class already knows.l Remind the teams to write each instruction on a separate line. When each team finishes, help them cut the recipes into separate lines and then find a team to give the recipe to.l Ask the teams to check each others work.l At the end, ask some teams to read their recipes to the class. Exercise :根据句意及首写字母补全单词。1. Please p_ some milk into the blender. Then turn it on.2. First, put the relish on a s _ of bread.3. Ann, would you please p_ the apple? I want to make some apple smoothie.4. Please put all the ingredients in the bowl, and then m_ it up.5. Put in two t_ of cinnamon.Homework:Finish off the exercise of the workbook on P3.Blackboard:Unit 1 How do you make a banana smoothie? Section AHow many bananas do we need? Three.How much yogurt do we need? One cup.How do you make a banana smoothie? Peel the bananas.Pour the milk into the blender.反思：这节课学习了如何学问和描述制作一种食物的过程。通过一节课的学习，大部分学生都能够掌握该课的单词和词组，对于本课出现的有关类型题，80%的学生都能灵活运用，但是，单词、词组和习题仍然有一部分同学掌握不好，在课后仍要对他们进行辅导，让其争取赶上其他同学。Section BTeaching plan :Teaching aims and demands:Ask the students to learn how to describe a persons appearance.Teaching analysis:这一部分学习能够依据英语指示语做事情、和区分可数名词和不可数名词。Teaching main points and difficulties: l First, put some relish on a slice of bread.l How much relish?l About a teaspoon.Teaching method:Listening, speaking, reading and writingTeaching tools:A recorder .Some objects: Some pictures of famous people.Teaching steps:l 1a This activity provides reading and writing practice using the target language.l Point to the sandwich ingredients in the picture. Say each word and ask Ss to repeat it. Say, What things do you like in a sandwich? Elicit a few examples from Ss and write them on the board.l Read the instructions and point to the lines where Ss write the things they like in a sandwich. Have Ss do the activity individually.l As Ss work, move around the room checking progress. Help Ss with the names, spelling, and pronunciation of new ingredients they wish to write on the lines.l Have the Ss compare their lists with a partner. Ask them to teach their partner the meaning of any new ingredients.l Ask some Ss to tell the class what ingredients they wrote. Write these responses on the board. Explain what each item is if Ss arent sure. Then ask Ss to repeats to repeat the name of each ingredient.1b This activity provides guided oral practice using the target language.l Read the instructions for this activity.l Point out the conversation in the speech bubbles. Ask different Ss to say the conversation to the class.l Say, Now work with a partner. One student asks the other what he or she likes in sandwiches. The other student can use the information in activity 1a for help. Then the second student asks the questions and the first student answers the questions.l As Ss talk, move around the room monitoring their work. Offer language support as needed.l Ask some pairs to say their conversations to the class.2a This activity provides listening practice using the target language.l Read the instructions to the class. Point to the foods in activity 1a and read the words to the class. Say, You will hear some of these words on the recording. Circle the words you hear.l Play the tape the first time. Ss only listen.l Play the tape again. This time Ss circle the words in activity 1a as they hear the words.l Check the answer.2b This activity provides listening and writing practice using the target language.l Point out the four columns in the chart and read the headings First, Next, Then, and Finally.l Read the instructions and point out the sample answer. Then point to the First column and say, The ingredient after the word first goes here.l Then point to the Next column and say, Write the ingredient after the word next here. Point to the Then column and say, you can write the ingredients after the word then here. Point to the Finally column and say, Write the ingredient after the word finally here.l Say, Listen carefully and write the ingredients on the correct lines in the chart.l Play the recording.l Check the answer.2c This activity provides guided oral practice using the target language.l Read the instructions. Ask Ss to take a few minutes to write down the things they use to make their favorite sandwiches.l Ask Ss to work in pairs. Say, Use your list of ingredients to tell your partner how to make your favorite sandwich. Remember to use the words first, next, then, and finally.l Point out the sample conversation and ask two students to read it to the class. l Ask the pairs to continue on their own. Remind the pairs to ask each other questions such as How much mayonnaise? How many tomatoes? And What about the turkey? Move around the room monitoring the progress of the pairs.l Ask several pairs to say their conversations to the class.3a This activity provides reading and writing practice using the target language.l Read the instructions to the class. Point out the recipe and the chart under it.l Point to the words Vegetables, Meat, and Others in the chart. Ask Ss to give examples of each type of food.l Point to the word onion in the recipe and then point to the sample answer in the chart. Say, Write each ingredient under the correct word in the chart. An onion is a vegetable so it goes under the word Vegetables.l Say, now read the recipe and write the ingredients under the correct words in the chart.l Ask Ss who finish first to write the headings on the board and list their answers under these headings.l Correct the answers by reading the lists to the class.3b This activity provides reading and writing practice using the target language.l Read the instructions. Points out the words in the box and ask a student to read the words to the class.l Read the recipe to the class. Say “blank” each time you come to a blank line.l Say, Now write a word in each blank. Use the words in the box.l Correct the answer.3c This activity provides practice writing and reading using the target language.l Read the instructions to the class. Ask Ss to take a few minutes to write down the things they use to make their favorite food.l Then ask Ss to write their recipes. Ask the Ss to use the recipe in activity 3b as an example.l As Ss work, move around the room offering assistance as needed/l Ask Ss to read their recipes to a partner.l Ask some Ss to read their recipes to the class.4 This activity provides guided oral practice using the target language.l Ask Ss to work in pairs. Student A looks at page 87 and student B looks at page 88.l Say, You both have a picture of two slices of bread and a different list of sandwich ingredients. Take turns. Tell your partner how to make a sandwich with the ingredients in your list. Your partner will draw the ingredients on his or her slices of bread. Then switch roles.l Have the pairs continue on their own. As they work, move around the room monitoring their progress and offering help if needed.Self check 1 This activity focuses on vocabulary introduced in the unit.l Ask Ss to fill in the blanks on their own. In some cases, Ss may need to use another form of the word, for example adjusting for tense or subject agreement. Tell them that they can find all the words in the preceding unit.l Check the answers.l Ask Ss to make their own sentences with the words, preferably sentences that are meaningful.l Write a number of Ss answer for each word on the board. Underline any mistakes and ask student to suggest how to correct the mistake.2 This activity provides writing practice using the target language of the unit.l Focus attention on the pictures. Ask Ss what process they can see in the pictures.l Ask Ss write