How do you make a banana milkshake教案2篇

How do you make a banana milk shake?教案一

I．Teaching objectives 單元教學(xué)目標(biāo)

II.Teaching materials analyzing and rearranging 教材分析和教材重組

1.教材分析

本單元的中心話題是Cooking at home，主要圍繞How do you make a banana milk shake?這一主題展開各種教學(xué)活動。并以這一主題引出可數(shù)名詞和不可數(shù)名詞，how many/how much 問句及祈使句等語言功能。本單元旨在讓學(xué)生學(xué)會描述制作某個東西的過程和步驟，進而分析中西方在飲食文化方面的不同，通過聽、說、讀、寫來培養(yǎng)學(xué)生綜合運用這些知識的能力。最終讓學(xué)生能在“做中學(xué)”（learning by doing），通過有限的課堂實踐活動，能準(zhǔn)確地用英語來表達。

SectionA 1a介紹本單元的重點詞匯：一些用以描述香蕉飲料的制作過程的動詞，并讓學(xué)生根據(jù)圖片選擇正確的動詞完成圖中句子，由此引入本單元的主題；1b讓學(xué)生聽一段對話錄音，根據(jù)聽到的順序給句子排序，幫助學(xué)生從聽力材料中了解、獲取目標(biāo)語言；1c是一個口頭會話練習(xí)（結(jié)對子活動），指導(dǎo)學(xué)生如何用目標(biāo)語言進行對話（描述香蕉飲料的制作過程）；2a和2b是兩個聽力活動，通過聽力訓(xùn)練幫助學(xué)生進一步了解目標(biāo)語言的用法，落實聽與寫的技能目標(biāo)；2c是結(jié)對子口語會話活動，從描述如何制作香蕉飲料擴展到如何制作水果色拉，以鞏固目標(biāo)語言，是對學(xué)生的一種語言輸出練習(xí)；3a要求學(xué)生閱讀對話，并用所給的詞完成對話，掌握幾個表順序的副詞的用法；3b要求學(xué)生根據(jù)3a中的對話示范，看圖向同伴描述爆米花的制作過程，幫助學(xué)生進一步用目標(biāo)語言進行口頭表達；4 是一個寫食譜、拼食譜的游戲活動，給學(xué)生提供了一個學(xué)以致用的機會，是學(xué)生運用目標(biāo)語言進行聽、說、讀、寫的綜合訓(xùn)練。

SectionB 1a讓學(xué)生寫出自己喜歡的三明治配料并與其他學(xué)生比較，學(xué)習(xí)一些表食品的詞匯，為后面的課堂活動作鋪墊；1b是在1a基礎(chǔ)上的口頭訓(xùn)練，仿照對話與同伴談?wù)撓矚g的三明治配料；2a和2b是兩個聽力練習(xí)，其中2b也有寫的訓(xùn)練；2c又是一個結(jié)對子口頭會話練習(xí)，要求學(xué)生描述自己最喜歡的三明治的制作過程，是對目標(biāo)語言的鞏固與擴展； 3a、3b和3c為讀、寫訓(xùn)練，通過一系列活動了解中西方飲食文化的差異，其中3a是一篇關(guān)于Recipe的閱讀材料，要求學(xué)生根據(jù)材料內(nèi)容寫出“Super Chicken Sandwich”的配料并進行分類完成表格,是一項鞏固詞匯的讀寫訓(xùn)練；3b是在3a的基礎(chǔ)上的讀與寫的訓(xùn)練，完成 A recipe for Sandwich的閱讀語言材料；3c用目標(biāo)語言進行寫作的訓(xùn)練，落實與鞏固寫的技能；4是一項口語訓(xùn)練活動，體現(xiàn)了英語語言“在做中學(xué)，在學(xué)中用”的特點，本單元的綜合語言知識能力的運用在此體現(xiàn)出來。

Selfcheck 1 檢驗學(xué)生對幾個重要動詞和動詞短語的掌握情況，形式為填空和造句；2 要求學(xué)生根據(jù)所給圖片和提示語寫一段吃北京烤鴨的步驟和過程，是對學(xué)生語言應(yīng)用能力的綜合檢驗。

2.教材重組和課時分配

Period1（Section A: 2a, 2b, Section B: 1a,1b）

Function,Listening and Speaking

Period2（Section A: 1a, 1b, 1c, 2c, 3a, 3b, 4）

Functionand Integrating skills

Period3（Section B: 2a, 2b, 2c, 3a, 3b, 3c）

Integratingskills and Culture

Period4（Self check and some exercises）

Grammarand Practice

III.Teaching plans for each period

How do you make abanana milk shake?教案二

Period 1 Function, Listening andSpeaking

Targetlanguage 目標(biāo)語言

1.Words and phrases生詞和短語

shake,watermelon, yogurt, teaspoon, blender, salt, popcorn, popper, sandwich, butter,relish, sauce, turkey, slice, green onion, duck, pancake, ingredient,instruction, amount

2.Key sentences重點句子

Howmany bananas do we need?

Howmuch milk do we need?

Abilitygoals 能力目標(biāo)

Getstudents to know the names of food and drink, the plural forms of countablenouns, and uncountable nouns.

Learningability goals 學(xué)能目標(biāo)

Helpstudents learn how to eat healthy.

Teachingimportant and difficult points 教學(xué)重難點

Theuse of countable nouns and uncountable nouns.

Teachingaids 教具準(zhǔn)備

CAIor lantern slides, pictures, tape recording.

Teachingprocedures and ways 教學(xué)過程與方式

Step I Warming up

T:Good morning, boys and girls! Do you like English songs? Let’s relax ourselvesand enjoy an English song: “One hamburger, two hamburgers ...”（CAI呈現(xiàn)）

T:What’s the song about?

Ss:Food and drink.

T:Yeah, great! In this unit we’ll talk about how to make delicious food anddrink. (Write “How to make things” on the blackboard.) Today we willlearn the names of food and drink first.

Step II Guessing game and Presentation

T:Now please tell me what kind of food/drink/fruit you like.

S1:I like noodle.

S2:I like bananas.

S3:...

Inthis way, help students to review the words about food they have learned. Thenteach the following new words by using pictures or slides.

Sample pictures:

StepIII Make chants

T:I have a good way to remember the words well. Now look at the slide and chantafter me.

Showthe following on the slide.

T:OK. Now make your own chants by changing the words underlined with the newwords that we have learned.

Studentsmake chants with each other, then ask individual students to present theirchants to the class and see who does it best.

Thenchoose the best chant maker and the best chanter.

Step IV Countable nouns and uncountablenouns

Showthe following words on the screen.

1.Put the words into the correct places

T:Now please look at the words carefully. Then tell us which words can be countedand which words can not be counted. Put them in the right places in groups offour.

Afterthat have the students make a conclusion on the rules of plural forms ofcountable nouns and uncountable nouns. Finally sum up about the rules that:

Countableitems are things you can count like one apple, two apples, three bananas;Uncountable items are things you can’t count like milk or yogurt. So you shouldsay some milk/yogurt or two cups of milk/yogurt.

2.Pairwork

Aska student to act as partner, and present the following dialogue as a model.Then let students make more similar dialogues with the words above.

Model:

T:How many bananas do we need?

S:Three bananas.

T:How much relish do we need?

S:Two teaspoons.

Step V Listening (Section A: 2a, 2b)

Inthis step students will do some listening, speaking and writing practice usingthe target language.

T:Maria and Katie are making a fruit salad. Listen carefully to what they’re talkingabout.

Playthe recording for the first time. Students only listen.

T:They mentioned some names of foods, right? We call them ingredients. Look atthe chart in 2a on page 42. (Call attention to the headings “How much” and “Howmany”) Write the ingredients you can count under the heading “how many” andwrite those you can’t count under the heading “how much”.

Playthe recording again, students listen and write the names of the ingredients inthe correct column.

Checkthe answers.

Thenpoint at the chart in 2b and ask a student to read the amounts in the firstcolumn. Point out the measuring cup and teaspoon in the picture above.

T:Listen to the recording again. This time listen to the amount of eachingredient the girls talk about. Write the name of each ingredient after theamount in the chart.

Playthe recording again. Students write words in the correct places in theIngredient column.

Thencheck the answers.

T:Now look at the sample conversation in the picture. Which pair would like toread the conversation for us?

Asktwo students to read it to the class. Enable them to read in proper tone andintonation.

Thenlet students make similar dialogues with the ingredients and the amounts in thechart in pairs.

Finally,have some pairs present their dialogues.

Step VI My favorite (Section B: 1a, 1b)

Showthe followings on slide.

T:Now discuss in groups of four. Take turns to ask your partners what he or shelikes in sandwiches/popcorn/smoothie/ ... Each group can choose one food andtalk about it, then report to the class.

Finallymake a comment and choose:

※the best reporter

※the best salad

※the best smoothie

※the best sandwich

Step VII Summary and Homework

T:Today we have learned some names of food, what ingredients we need to makethings and how many/how much of them we need. Most of you talked about yourfavorite food as well. But I don’t think you can eat everything that you like.We should have healthy eating habit.

Homework:

Yourclass is having a party. You want to make some fruit salad and sandwiches. Soyour classmates and you are shopping. Yon are talking about what you need andthe amount.

Pleasemake a shopping list.

Period 2 Function and Integratingskills

Targetlanguage 目標(biāo)語言

1.Words and phrases生詞和短語

peel,cut, pour, cut up, turn on, pour ... into, boil, add, add ... up, mix ... up,finally

2.Key sentences重點句子

(1)How do you make a banana milk shake?

First,peel the bananas and cut them up.

Thenput the milk into the blender ...

First... next ... then ... finally ...

(2)How do you make fruit salad?

(3)How do you make popcorn?

Abilitygoals 能力目標(biāo)

Learnthe adverbs of procedure: first, next, after that, then, finally etc.

Talkabout making food.

Learningability goals 學(xué)能目標(biāo)

Helpthe students learn how to describe a process with the target language.

Teachingimportant and difficult points 教學(xué)重難點

Describethe process of making something.

Teachingaids 教具準(zhǔn)備

CAIor lantern slides, stick figures, tape recording.

Teachingprocedures and ways 教學(xué)過程與方式

Step I Verbs and instructions (Section A:1a, 1b)

Talkabout the picture on page 41.

T:Look at the picture carefully. What can you see? What are the boys doing?

Firsthave some individuals answer the question.

Clue:The picture shows some actions.

Thenhelp students to learn the meanings of the following verbs and verb phrases:

peel,cut, pour, cut up, turn on, pour ... into, boil, add, add ... up, mix ... up

Thenlet students do activity 1a.

Checkthe answers and let them remember the actions:

A.Drink the milk shake

B.Pour the milk into the blender

C.Peel the bananas

D.Cut up the bananas

E.Turn on the blender

F.Put the bananas and ice cream in the blender

T:From the picture, can you guess what they are doing?

Ss:They’re making a banana milk shake.

T:Yeah, you are clever. They are making smoothie.

Thendeal with the listening activity 1b. This activity gives students practice inunderstanding the target language in spoken conversation, especially students’ability of solving and analyzing information.

T:Now let’s do some listening. It’s about some instructions of making a bananamilk shake. First read the list of actions in activity 1b before listening.

Ss:(Read)

T:Do you know how to make banana milk shake? Can you put these instructions incorrect order? ... Now listen to the conversation, number the instructions inthe correct order.

Playthe recording. Students listen and number the instructions.

Playthe tape again. Students listen and check the answers.

Step IIPairwork (Section A: 1c)

T:Do you know how to make a banana milk shake now?

Ss:Yes.

Presentthe conversation with an individual as a model.

T:How do you make a banana milk shake, Xiao Li?

L:Peel the bananas, cut up the bananas, put the bananas and ice cream into theblender ...

Thenlet students practice the conversation in pairs without looking at theinstructions.

Step III Writing (Section A: 3a)

Thisactivity provides reading and writing practice using the target language.

T:Now let’s move on to 3a on page 43. First look at the picture carefully andanswer my question: What are the girl and the woman doing?

Ss:They are making fruit salad.

T:What ingredients can you see in the picture?

Ss:Apples, bananas, watermelon, honey and yogurt.

T:In the box, there are four words. Now read together. (...) We can use thesewords to describe a process. They tell the order of instructions. Which wordalways comes first?

Ss:First.

Askstudents to put number 1 next to the word “first”. Then ask them to number theother three words to show the order they appear in a process.

Clue:first → next → then → finally

T:Now please write these words in the blanks.

Checkthe answers.

Aska pair to read the conversation to the class.

Step IV Consolidation (Section A: 3b)

Thisactivity provides guided oral practice using the target language.

T:Next we will make another kind of food. Kids in America like that very much. Ithink you like it, too.

Showa picture of popcorn.

T:Look at my picture please. Do you like it? (...) I like it, too. It tastesdelicious. Now let’s go over some new words about the delicious food first.

Showthe following on the screen and let students repeat.

T:Now look at the pictures in activity 3b on page 43. Can you tell me what ishappening in Picture 1?

S:One of the boys puts the popcorn into the popper.

T:How about Picture 2? What do they do?

S:They turn on the popper.

Dealwith Pictures 3, 4, 5 in the same way.

T:Now you can work with a partner. Tell your partner how to make popcorn.

Thenask one or two students to tell the class how to make popcorn.

Sampleprocess of making popcorn:

First,put the popcorn into the popper.

Next,turn on the popper.

Then,pour the popcorn into the bowl.

Afterthat, put some salt on the popcorn.

Finally,enjoy it!

Step V Game (Section A: 4)

Thisactivity provides listening, speaking, reading, and writing practice using thetarget language.

T:Now let’s play a game. Get into group of four or six.

Helpstudents form teams and read the instructions to the class.

T:Now listen to me carefully and clearly. First decide on a dish or food yourgroup members all like. Then work out a recipe for it and write it down. Usethe words first, next, then, and finally in your recipe.

Asthe groups 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 students keep the vocabulary as simple as possible, using words thatthe class already know.

Remindthem to write each instruction on a separate line.

T:Now cut your recipe up. And exchange it with another group. Then put the recipeyou get in order. Are you clear?

Afew minutes later, ask the groups to check each other’s work. In the end, asksome groups to read their recipes to the class. Vote for the most creativefood.

Step VI Summary and Homework

T:This class we have learned how to make a banana milk shake, how to make fruitsalad and how to make popcorn. We also learned how to describe a process byusing “first, next, then and finally”. I hope you can make these foods at homeby yourselves. It will be fun.

Homework:

Searchfor information about the eating habits and culture in western countries.

Period 3 Integrating skills and Culture

Targetlanguage 目標(biāo)語言

1.Words and phrases生詞和短語

butter,turkey, slice, relish, lettuce, onion, sandwich, add, add ... up, mix ... up,finally

2.Key sentences重點句子

Howdo you make a sandwich?

First,put some relish on a slice of bread.

Thencut up some tomatoes ...

Finally,...

Abilitygoals 能力目標(biāo)

Learnto write the process of making something.

Learningability goals 學(xué)能目標(biāo)

Helpstudents learn how to describe the steps of making something in English correctly.

Teachingimportant and difficult points 教學(xué)重難點

Howto write a recipe.

Teachingaids 教具準(zhǔn)備

CAI,tape recording.

Teachingprocedures and ways 教學(xué)過程與方式

Step I Revision and Presentation

T:Last class we learned how to make smoothie, fruit salad and popcorn. Do youremember the instructions of making them?

Askstudents to bring materials for making milk shake, salad or sandwich. Then havethe students talk about their favorite food.

Finally,three individuals describe the steps of making smoothie, fruit salad andpopcorn.

Showthe steps of making popcorn on the slide and have students read together.

Howto make popcorn:

First,put the popcorn into the popper.

Next,turn on the popper.

Then,pour the popcorn into the bowl.

Afterthat, put salt on the popcorn.

Finally,eat the popcorn!

T:Well done! This class we will make another different food. It is more deliciousand tasty, but more difficult to do. Now let’s learn some new words we will useto make a more delicious sandwich. Please look at the screen and read after me.

Showon the screen:

Wordsand meanings:

butter,turkey, slice, relish, lettuce, onion, sandwich，add, add ... up, recipe, mustard

add:put something on (doing action to show)

recipe:ways to cook food, with this we could cook food as easily as a real chef

mustard:something we put into salad or food to make more flavor

Step II Listening (Section B: 2a, 2b)

Showa picture of a sandwich.

T:Do you like it? What ingredients do we need to make it?

Ss:...

T:Now let’s look at activity 1a on page 44.

Pointto the food in activity 1a and read the words to the class.

T:You will hear some of these words on the tape. Now listen and circle the wordsthat you hear.

Playthe tape twice. Then check the answers.

Callattention to the chart in activity 2b.

T:Listen again carefully and write down the ingredients in the order you hearthem.

Playthe tape twice and then check the answers.

Step III Pairwork (Section B: 2c)

T:Have you got some ideas about how to make a turkey sandwich after listening?

Ss:...

T:Well, I will tell you more about it. First please take out a piece of paper.Then write down the things you use to make your favorite sandwiches. And don’tforget the amount. Clear?

Thenstudents write down the ingredients and amount they need for their favoritesandwich.

T:OK. Now work in pairs. Use your list of ingredients and amounts to tell yourpartner how to make your favorite sandwich. Remember to use the words “First,Next, Then, and Finally.”

Pointout the sample conversation on page 44 and have the students read it together.

Thenstudents make their own conversations.

Asksome pairs to present their conversations to the class in front.

Step IV Reading (Section B: 3a)

T:Now let’s read a recipe of making a super chicken sandwich.

Pointto the recipe and the chart below it.

T:We know onion is a kind of vegetable. What about tomato?

S:It’s a kind of vegetable, too.

T:Is chicken slice vegetable or meat?

S:Meat.

Pointto the words “Vegetables”, “Meat”, and “Others” in the chart. Ask students togive some examples for each type of food.

T:You are very clever. Now read the recipe and write the ingredients under“Vegetables”, “Meat”, and “others” in the chart below.

Thencheck the answers.

Thencall attention to the ingredients list. Let students underline the names ofingredients and circle the amounts. This will help them to review uncountablenouns and countable nouns.

bread→ two slices

butter→ 1 teaspoon

onion→ 1

tomato→ 1

chicken→ 3 slices

relish→ 2 teaspoons

Step V Writing (Section B: 3b, 3c)

1.Read the recipe and fill in the blanks with the words from the box.

T:There is another sandwich recipe. It’s for a great turkey sandwich. Read therecipe and fill in the blanks with the words from the box on the left.

Pointout the words in the box and ask a student to read the words to the class.

Checkthe answers.

2.Pairwork

Readthe instructions to the class. Then ask:

T:What should we do before we make some food?

Ss:Write out the ingredients.

T:Very good! Now write down the ingredients you need to make your favorite food,and then write your recipes. You can use the recipe in activity 3b as anexample.

Afterstudents have finished, ask them to read their recipes to their partners andcheck each other.

Finally,ask some students to read their recipes to the class.

Step VI Eating culture

Inthis step, students will learn something about the eating culture in the west.

Showthe followings on slide.

Differencesbetween the western and Chinese eating culture

1.Cooking ways

InChina:

Payattention to color, smell, taste; Cook with cooking pot, has much smoke;

Differentways of cooking: stew, braise, fry, instant boil, smoke; deep fry, simmer;

Inwestern countries:

Payattention to nutrition; Cook with oven, doesn’t have too much smoke;

Simplecooking ways: roast, bake, toast, boil;

2.Eating habits

InChina:

1)Eat with chopsticks.

2)Take vegetables from the same plate with own chopsticks.

Inwestern countries:

1)Eat with forks and knives.

2)Take food from own plate.

3.Eating manners

InChina:

1)People can talk loudly when they are eating.

2)People throw up the draffy after eating.

3)A guest in a Chinese house never finish the food, he leaves a little to showthat he has had enough.

Inwestern countries:

1)People speak softly when they are eating.

2)People never throw up the draffy.

3)In England, a guest always finishes a drink to show that he has enjoyed it.

4.Order of servings

InChina:

1)cold dishes and drinks

2)main courses—fish; crabs; shrimps; pork; chicken; vegetables

3)fruits

Inwestern:

1)starters—soup/cocktail

2)main courses—chicken; steak; lamb; fish; pork; hamburgers;

3)drinks—mineral water; coffee; juice;

Showsome pictures of western food on the slide, let students know some dishesabroad.

Step VII Homework

Supposeone of your foreign friends is visiting China. He asks you for some recipes oftypical Chinese food such as dumpling, Yangzhou fried rice, noodles, Zongzi andso on. Please choose one and write a recipe for him.

Period 4 Grammar and Exercises

Targetlanguage 目標(biāo)語言

1.Words and phrases生詞和短語

Reviewall the words and phrases in this unit.

2.Key sentences重點句子

Howmuch yogurt do we need?

Howmany tomatoes do we need?

Howdo you make a sandwich?

First,put some relish on a slice of bread.

Next,cut up some tomatoes ...

Then...

Finally...

Abilitygoals 能力目標(biāo)

Reviewthe vocabulary and target language and put them into use.

Learningability goals 學(xué)能目標(biāo)

Helpstudents to review what they have learned in this unit through self check.

Teachingimportant and difficult points 教學(xué)重難點

Howto make sentences with some key words in this unit.

Describethe process of making something fluently.

Teachingaids 教具準(zhǔn)備

CAI,lantern slides.

Teachingprocedures and ways 教學(xué)過程與方式

Step I Memory challenge

1.Use the pictures in Period 1 to review all the words of nouns in this unit.(CAI呈現(xiàn)）

2.Show the exercise on the slide:

ACountable NounsC Uncountable Nouns

B

Step II Self check

1. Activity 1 (This activity focuses on some verbs and verbphrases introduced in this unit.)

T: Look at activity 1 on page 46. Here are five blanks. Fill inthe blank with the words given.

Students work alone to fill in the blanks. When they’vefinished, ask some students to read their completed sentences. Correct anymistakes they may have. Then let students make their own sentences with thewords given.

2. Activity 2 (This activity provides writing practice usingthe target language of the unit.)

Read the instructions to the class. Ask students to writeinstructions based on the pictures.

Sample instructions:

First, check you have all the ingredients. You need sauce,green onion and slices of duck. Next, put slices of duck, sauce, green onioninto the pancake.

Then, roll the pancake.

Finally, eat it!

Step III Exercises

1.Fill in the blanks with the words inthe box.

Thank you for ______Anna’s Cookery show. Today let’s make apizza.________, mix 2 cups of flour, 2 spoons of butter and 1 cup of milk up tomake a crust. ________, put tomato _______ on the crust._________, put greenpepper, sausage and _______ on top of it. _____ that,some cheese on them. _________,bake the pizza in a hot oven for 20 ________ .

2. Complete the conversation according to the passage above.

A: Can you tell me how to make a pizza?

B: Sure.

A: _______ can I make a crust?

B: You need some _________ , _________ and some milk.

A: _______ milk shall I pour into it?

B: _______ is enough.

A: Can I ________ them up all like this?

B: Yes. You do a good job. Now pour some _________on the crust.And then put the small pieces of _________, ________,_________, and _________ ontop of it.

A: ________, ________do I bake them in the oven?

B: 20 minutes. But don’t forget to add cheese on it

__________ you bake it.

3. Exploring world

This is a broken recipe for duck stew. Could you number themfrom 1 to 8?

( )salt in it when it boils the second time.

( )add four large bowls of water to cook it.

( )milk. Then put some tomato sauce and a little( )First cutthree potatoes into thin slices and put them

( )into the saucepan with a little duck.

( )Finally cook for 40 minutes.

( )After it boils, pour a cup of

( )Next

Key: 7-4-6-1-2-8-5-3

Step IV Homework

Collect the recipes you have learned in this unit and make arecipe booklet. Show it to your mother and help her cooking your favorite food.

Teaching resources教學(xué)資源

I. 背景知識

飲食文化是人類飲食方面的思想，意識和觀念。世界上有許多民族，每個民族往往都形成自己獨特的飲食文化。我們中國人一向熱情好客，大家圍在一起吃大鍋飯，似乎更能增進彼此的感情，好客的主人會一再地給客人夾菜，熱情之意溢于言表。而西方人和我們有所不同，把自己喜歡吃的食物放在一個小盤里，而不喜歡給別人夾菜，周到的服務(wù)是他們顯示好客的方式。中國人的主食為米飯類，因此習(xí)慣用筷子、碗和湯勺；而外國人愛吃牛肉、雞、鴨肉等，通常用盤子、叉子和刀。在結(jié)合教學(xué)內(nèi)容時，就可以適當(dāng)為學(xué)生增加這些背景知識。從營養(yǎng)方面來看，中國的飲食比較健康合理，高纖維，低脂肪糖，而西方高脂肪，高熱量，而他們盡量注意保持食物的原汁和突然營養(yǎng)。