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视频标签：a banana,milk shake
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视频课题：Unit 8 H0w do you make a banana milk shake Section A New-Listening and Speaking Lesson河北省 - 石家庄
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课题名称 Unit 8 How do you make a banana milk shake?
授课年级 Junior Two
授课班级 Class 1&Class 2
授课时间 Monday, June 12, 2017
课型 New-Listening and Speaking Lesson
教材分析
本节课为本单元的起始课，围绕制作香蕉奶昔展开话题，重点是让学生学会用英语描述制作食物的过程和步骤，学习祈使句, “How many/How much…?”句型，及动词和动词短语的使用，量词的表达等。本单元的难点是表示制作程序的动词和动词短语的表述，如turn on, peel, pour等，另一个是量词的准确表达，如a bottle of, two spoons of等。学生需要通过大量的练习，才能达到对目标语言的准确、熟练运用。
教学目标 知识目标：New words:
shake, spoon, lettuce, peel, cut up, put… in, pour …into, sauce, add, boil, turn on, Target language: 食物的制作步骤
First, peel the bananas. Next, put the bananas in the blender. Then, pour the milk into the blender. Finally, turn on the blender. 运用How many/much 提问 How much milk do we need? How many bananas do we need?
能力目标：使学生掌握和运用本课的目标句型，掌握描述过程的顺序词， 进而完整表达烹饪过程。 情感目标：热爱生活，了解传统饮食文化，培养动手实践能力。
教学重点 学习祈使句以及用How many/How much…? 及其中包含的动词和动词短语的表述。 教学难点 1. 表示制作程序的动词和动词短语的表述，如peel, put, pour, peel等
2. 量词的准确表达，如a bottle of, two spoons of. 学情分析 本班学生对于词语和句型的理解和掌握相对较快，所以本节课将教材进行了整合和改动。秉承用中学的理念，
采用任务型教学方式，将新授知识的时间压缩，课堂任务增加，让学生在使用中更好的理解和掌握知识，同时获得情感的培养和能力的提高。 教学环节 教学内容 教师活动
学生活动
设计意图
I
Lead in the main task of this class.
(Suppose our school will hold a Cook Contest in the dinning hall, and if our class wins, we can eat for free for one week.)
1. Show a picture to the students and ask where the students in the picture are.
2. Talk about the main
task in this class:
(Suppose our school will hold a Cook Contest in the dinning hall, and if our class wins, we can eat for free for one week.)
Encourage students to learn to cook to win.
Answer the questions.
通过本班学生在餐厅就餐的图片吸引学生注意力，将课堂和现实生活结合起来，引出餐厅和食物这个话题，进而引出学校的厨艺大赛，激发学生学习做饭的积极性。
II
Three steps to cook:
1 Prepare the ingredients. 2 Deal with the ingredients. 3 Cook the ingredients.
Show 3 steps and explain them one by one. Try to answer and understand the cooking steps. 在学习之初传授给学生做饭通用的3大步骤（准
备食材，处理食材，烹饪
食材），该部分为新加内容，让学生从整体上感
2
知，使得下面的学习更加逻辑清晰。三大步骤清晰明了，易于理解掌握。
III
How do you make a banana milk shake? 1. Prepare the ingredients and tools. （How many … do we
need?）
We need… 2. Deal with the ingredients. (Peel the bananas, cut up the bananas) 3. Cook the ingredients. (Put bananas and ice-cream in the blender. Pour the milk into the blender. Turn on the blender.) 1. Show the ingredients and tools to students and let them ask and
answer the amount of
the ingredients. 2. Show the pictures of cooking steps and let students try to say the
steps. ____ the bananas. ____ the bananas. ____bananas and
ice-cream ____ the blender. ____ the milk ____ the blender. ____ _____ the
blender.
3. Teacher does the
actions and the students say the words. Then, the students do the practice. 1. Ask and answer the ingredients and the amounts. 2. Say the cooking steps and try to remember the action words like “peel, cut up, put…in…, pour…into, turn on” 3. Practice the cooking actions. 按照做饭的三大步骤进行奶昔制作 1.在准备食材一步中，呈现新单词，同时操练How many/much。
2.在第二步和第三步过程中，呈现做饭的动词短语，用图片形式呈现步骤，生动易懂。
3.操练环节，突破难点。
通过边说边做动作的方
式让学生尽快掌握食物制作中的动词，趣味性学习。 IV
How do you make Yunnan Rice Noodles? 1. Show the ingredients and tools to students.
2. Let the students listen and fill in the amount blanks.
3.Let students choose proper words to fill in the blanks to complete the 2nd and 3rd steps.
1. Look at the pictures and say the words of ingredients and tools. 2.Listen and fill in the amount blanks
3. Choose words to fill in the blanks and then check the answers in groups.
按照做饭的三大步骤进行云南米线制作
1在准备食材环节中自然的呈现新词。
2通过听力听食材的数量，在核对答案中再次操练“How many/much …?” 这一易错点。
3.该环节是让学生初步尝试用所学的动词来描述食物制作过程，选词填空和小组讨论的方式降低了活动难度，该活动设计体现了用中学及合作学习的理念。
3
V
Group Work I Choose strawberry milk shake or tomato and beef noodles to make in groups. 1.Show pictures of strawberry milk shake and tomato beef noodles to students. 2.Let them choose one to make in groups and make a report in class. Choose strawberry milk shake or tomato and beef noodles to make. Then report like this: We will make ______. We need _____. First, _______. Then, _______. 草莓奶昔和西红柿牛肉面的制作过程和之前所学极其类似，降低了学生自行制作的难度,打消了
学生的畏难情绪。 小组合作为老师制作食物的方式让学生学会交际、体验合作、升华情感。 VI
Group Work II
Cook Contest in class.
Let students make a kind of food and give a name to it.
Birthday Noodles Mooncakes Nian Gao
1.Explain the task to students.
2.Show some Chinese traditional food to students: a bowl of birthday noodles, a mooncake, Nian Gao. Explain the the food’s meaning to the students.
3Choose some groups to show in class.
After showing the conversation, the students should ask one or two questions to others.
4.Let students vote for the best cook.
1. Prepare and show a conversation about cooking a food and give the food a good name.
A: Let’s make…
B: OK. What do we need? …..
2. Ask some questions to others.
3. Vote for the best cook.
厨艺大赛为本节课主线，本环节为最后一个环节。
展示传统食物名字的含义可以传递中国传统文化，让学生了解文化，认识文化，同时说明食物名称的重要性。让学生为美食起名字，既有助于学生热爱生活的情感培养，又可以发挥其个性和想象力，同时也增加了活动的趣味性。
小组合作编写对话降低操作难度，对话的生成需要用到本节课所学的大部分句型及短语，既是操练也是对知识的检测。
展示过程结束后，向其他学生提问可以促使大家认真倾听其对话表演，让每一个学生都有事可做。
举手投票选择最好的厨师，本节课任务结束，呼应课堂开头。
VII
Homework Cook a kind of food for your parents today and make a report in the next class.
Assign homework. Remember the homework. 为父母做饭的作业让知
识来源于生活又回归生活，既让学生学会感恩，又鼓励其敢于实践。第二天进行报告说明督促其认真完成作业。
课后反思 本节课秉承用中学的理念进行教学，任务型操练较多。在应用过程中，学生难免出错，一个学生出错也许代
4
表着一批学生的在此知识点留有疑问，因此每当学生犯错，我会针对性的进行讲解。本节课任务型操练较多在最后的任务生成阶段，四组（全班共11组）学生完成的不错，说明学生对本节课的内容掌握较好，知识目标达成较好。本节课的不足之处在于，文化渗透依然较为浅显，在本单元接下来的教学过程，在知识传授过程中继续加强文化方面的培养。
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