Section B 3a —4 Self check优质课一等奖教案

Unit 8 How do you make a banana milk shake? Section B (3a-Self check) 一．Analysis of teaching materials: How do you make a banana milk shake? Section B(3a-self check) is written on an interesting, pleasurable topic of how to make a banana milkshake, and a self-examination review of the unit's highlights. Students learn to use imperative sentences correctly, present the production process, learn to handle things in an orderly manner, Judge instructions, and improve students 'ability to live and do things. Improve students 'interest in learning English and use English communication skills.

二．Study situation analysis: Most of the 45 students in this class are interested in English and are eager to be affirmed. However, due to the gap, some students have poor ability to accept, slow ability to reflect, biased towards image thinking in the way of thinking, and lack of certain materials. Fear of speaking English in public, do not dare to express themselves, the foundation is not very solid and needs to be slowly guided.

三．Teaching objectives １.Language Knowledge Objectives: （１）. Students learn to read and write four words. （２）: Review the usage of how much and how many. （３）.The usage of imperative sentences. ２.Capacity objectives （１）

Use the knowledge learned and the prompts given to complete the task of reading the blanks. （２）You can use the knowledge you have learned to learn to write about the process of making foods you are familiar with and the materials you need. ３.Emotional Attitudes Values Objectives: Students recognize the hard-won results of labor, understand not to waste food, cherish the results of labor. Cultivate students 'practical life ability, increase life experience, cultivate practice and practice ability.

四．Teaching priorities The ability to use the knowledge learned to complete the reading and fill in the blanks and learn to write the process of making food that is more familiar to you.

五．

Teaching difficulties: Learn to write about the process of making foods you are familiar with.

六．Teaching methods: Task-based; Control-reading and writing

七．Teaching Tools: Tape Record Multimedia 八．Teaching steps: Step 1 Warming- up and revision

1. Dictation 2.Revision:

tell us how to make a banana milk shake (using cut up, drink,peel,pour…)

Ss fill in the blanks . How to make a banana milk shake? _____(首先), _____(剥) the bananas. ____(然后)，___ ___(切碎) the bananas. _____(下一步)，____ the bananas and ice cream ____(把------放进) the blender. ____ the milk ____(把------倒入) the blender. ____ ____(打开) the blender. Drink the milk shake.

3. Check the answers with the Ss. Design intent: dictation, checking students 'words. We can learn new things by retelling them, so as to lay a good foundation for the writing of this lesson

Step 2.Lead-in Ask Ss about what special food in the town (city) they live? e.g. Mapo toufu,

noodles ,Gongbaojiding, …

T: Well, my favourite food is Yunnan rice Noodles. Do you know how to make it? Now, let’s read the passage in 3a and find how to make it.

Let Ss discuss the ingredients in this special food. purpose：to draw the students

' attention to English class.

Step 3. Reading 1. Tell Ss to work on 3a. First, read the words in the box. Try to make sure the meaning of each words. students read the passage and fill in the blanks with the words. 2.Ss try to read the article and try to fill in the blanks.

3.Check the answers with the Ss. purpose：To make the students accept the new knowledge lively. To practice reading ability.

Step 4 Writing Work on 3b: 1. Read the headings below. Think about your own favorite food in your hometown. 2. Then make a list of the ingredients of the food. (If you don’t have any ideas, you may look at the food in your books. )

3. Ss try to think about the ingredients of the food and try to write them down. 4. Check the answers with your partners.

Step5 Work on 3c: 1. Tell Ss to use the notes in 3b and write a recipe for your favorite food. (Write about the ingredients you need and how to make it. 3. Students try to write their own recipes based on writing tips and instructions. 4. Let some Ss read their passage to the class. Give any help if necessary.

Step 6Group work

1. Make up a crazy recipe with your partner. First ,make a list of the ingredients and the produce.)

then tell another pair of students how to make this crazy food. The other pair will have to draw it.

2. one example: First, put some yogurt on a piece of bread. Then, cut up one apple, and an onion and put them on the yogurt

3. Ss try to write about their own crazy recipe in pairs. Then retell.

4. See which recipe is the craziest and which group draws the best. ?.

purpose：To make

them open their mouths and grasp the new knowledge through talking.

Step 7 Self check

1. Tell Ss the sentences below is about how to make tomato and egg soup. They are not in the right order. Please read the sentences and put them in the right order first.

Then complete the instructions with the words in the box.

2. Ss put the words first, next, then, finally in the blanks. 3. Check the answers and explain some main points. 4. Tell Ss to write questions and answers using the words in brackets below.

6. Ss try to make their own sentences and check the answers.

7. Give Ss some directions: The structure of special questions is "special questions + general questions," and it should first be seen whether there are special questions. The general question should be based on the predicate verb of the sentence to determine whether the be verb or auxiliary verb is placed at the beginning of the sentence. Design intent:To consolidate and strengthen what they learned.

Step 8. Homework 1. Review the words . 2.Describe How to make …..? . 3.Copy and recite 3a.

Board design: Unit 8 How do you make a banana milk shake? Section B 2 3a-Self check 3a: have, First, wash, Next, cut, put, Finally, enjoy 3c: one possible version:

Teaching Reflection: This section reviews the writing class and designs a variety of tasks to allow students to talk about the process of food production on topics they are familiar with. Most students actively participate in the classroom and have a deeper understanding and mastery of the main content of this module. It has exercised students 'actual language communication ability.