Section B 3a —4 Self check教案及板书设计

Unit 8 How do you make a banana milk shake? Section A (1a-1c)

一、Teaching Aims: I.Knowledge aims:

Master new words and phrases--shake, milk shake, blender, first, next, then, finally, Turn on, peel, pour…into…, put in, cut up,

II.Ability aims:

1) Describe a process and Follow instructions.

2) Train students’ listening and speaking skills.

III. Emotional aims:

1)Knowing that it’s not easy to be a cook.

2)There’s a lot of fun in cooking.

二、Key and difficult points: 1. Key points：

1) Describe a process and Follow instructions

2) Train students’ listening and speaking skills.

2. Difficult points Describe a process 三、Teaching methods “Communicative” and “Task-based”

四、Teaching procedures and designs.

PPT 1：The title

Step1 Before Listening （PPT 2）

1. Greet the Ss and begin the class. 2. Ask some Ss what they usually drink when they are thirsty or hungry.

T: What do you usually drink when you are thirsty？

S: …

T: What is your favorite drink?

S: …

T: Have you ever tried a banana milk shake? And do you know how to make a banana milk shake?

S:……

设计意图:

由这段交谈来引出本课所学内容。让学生认识香蕉奶昔，激发学生学习欲望。

Step 2

First Listening (PPT 3-4) T: Two people are making Sth. Let’s listen what they are making.

1. Ask the Ss to listen for the first time. 2. Check the answer with them. 设计意图:

由听力导入本单元“制作食物”主题。引导学生思考如何制作香蕉奶昔。为后面教学内容做铺垫。

Step 3 Second Listening (PPT 5-10)

1. (1) T: To make a banana milk shake, we need some ingredients and tools. Please listen and circle what we need to make a banana milk shake.

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(2) Ask the Ss to listen and circle what we need to make a banana milk shake.

(3) Check the answers with them. 2. T: Now we have known what we need to make a banana milk shake, but what do we do with them? For bananas, we….

(1) Ask the Ss what we should do with the ingredients and learn the new words.

(2) Ask the Ss to finish activity 1a on page 57 of the textbook.

(3) Do a game to review the new phrases. 设计意图:

本教学环节以听力、练习、对话等形式让学生在具体的语境中练习新句型，能有效地提高学生记忆的能力，调动学生学习的主动性和积极性，避免了传统的以教师为主体的说教，给学生提供了培养观察能力，分析能力和归纳总结能力的发展平台。

Step 4 Third

Listening （PPT 11）

Work on 1b:

T: Now we have known how we do with the ingredients. But we must do it by following the instructions and orders. So let’s listen what we do first and what we do next.

1. Tell the Ss to listen and put the instructions in correct order in 1a.

2. Check the answers with them.

设计意图:

在常规听力练习中进一步提高学生听的能力, 是一种听力输入活动。带着问题听，让学生在听的过程中有效捕捉自己所感知到的信息，同时又提醒学生注意观察并发现需要注意的表达方式，为后面的语言实践准备实用句型。

Step 5 Post

Listening （PPT 12-16）

1. Ask the Ss to read the conversation after the teacher for the first time.

2. Ask the Ss to read by themselves for 1 minute.

3. Reading competition between groups to find out which group is the best.

4. The teacher makes a banana milk shake by following the instructions from the Ss

5. Separate the Ss into groups of six people and tell each other how to make it.（1c）

6. Ask some groups to make their own banana milk shake with telling the instructions.

7. Enjoy the banana milk shake. 设计意图:

通过一系列活动让学生进一步巩固所学内容并学会自己动手操作加深印象。

Step6 Summary （PPT 17）

1. Ask the Ss what they have learnt in this lesson.

2. Show the key words and phrases. 设计意图:

带着学生一起总结本节课所学知识，加深印象。

Step 7 Quiz （幻灯片18-19）

1. Fill in the blanks with proper words. A:

do you make a banana milk

? B: First,

three bananas. Then

the bananas. Next,

the bananas and ice-cream

the blender. Then

the milk

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the blender. Next,

the blender. Finally,

the milk shake

a glass and

it.

2.句型展示

1.你怎样制作香蕉奶昔？

_____do you _____ a banana milk shake? 2.打开搅拌器。

_____ ______ the blender. 3.陈瑶把水倒入搅拌器里。

Chen Yao_________the water ______the blender. 4.孙彬把书放进了桌子里。

Sun Bin______the book _____the

desk.

设计意图:

以这样的形式来测试学生们对本节课内容的掌握程度。

Step8 Homework（PPT 21）

做一份自己喜欢的水果奶昔，并简要说明过程。可以用下列表示过程的词汇来让你描述更加清晰明了。

Let’s make … First

…

Next… Then… Next… Then… Finally…

设计意图:

通过让学生动手然后写出过程以进一步加深他们对本节课内容的掌握程度。

板书设计：

Unit 8 How do you make a banana milk shake? banana

A: How do you make a banana milk shake? milk ice-cream

B: First peel …

blender

Then …

turn on

Next …

peel

Then …

pour

Next …

knife

Finally …

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