Unit7Howdoyoumakeabananasmoothie?一、知识目标1）教学生掌握描述制作食品以及原料的词汇2)教学生区分可数名词与不可数名词和Howmany…?/Howmuch…?3）教学生掌握祈使句结构及运用二、能力目标1）听：能听懂制作一种食品的对话材料。2）说：能描述制作一种家庭食品的过程。3）读：能读懂介绍食谱的文章。4）写：能写出SectionA和SectionB中的重点单词和重点句型，并能够为自己最喜欢的食物写出食谱。三、策略目标1)教学生学会通过看、听、说和讨论来获取信息。(看图作问答)2）通过小组活动学习，学生能自由谈论自己怎样做。（个体与群体思维）3）通过本单元学习，把握事物的细节即可数名词与不可数名词的区别与运用，学会使用祈使来描述制作和发明新品种的食品，培养学生创造思维能力。(个性化学习）四、德育目标1）通过本单元的学习，培养学生自己动手，独立生活习惯。2）通过共同学习，学会珍惜别人的劳动成果。五、重点与难点1）重点：a.掌握祈使句：Dosth.或Don’tdosth.b.掌握可数名词（单数名词和复数名词）和不可数名词：c.掌握Howmany…?和Howmuch…?的特殊疑问句。2）难点：a.Howmany…?和Howmuch…?的区别及运用。b.如何选用恰当的动词描述制作食品的过程。六、教学准备1）查阅资料或作社会调查，了解水果色拉、思木西、爆米花、三明治、比萨饼、烤鸭等食品制作过程，并准备一台果汁机。2)Atape-recorder,multi-medium，3）教学课时为五课时第一课时(TheFirstPeriod)Look,speakandListenforSectionA一、TeachingprocessdesignStep1:WarmingupandleadinGreetingandleadinwithsuchaquestion:What’syourfavoritefood?Itmayelicitvariousanswers.Whilestudentsarelistingoutthenamesoffood,theteacherwritesdownthewordsontheblackboard.Thentheteacherfocusesonthetargetwordsforthiscoursewhicharealsolistedontheblackboard.Andthenexplainthenewwordswhichareprovided.Fruit:lemon,watermelon,orange,banana,apple,strawberry,pear.Drink:coke,tea,coffee,juice,lemonade.Food:sandwich,smoothie,hamburger.ingredient:yogurt,cinnamon,Askstudentssomequestionslikethis:1.Doyoueathamburgers?2.Arethehamburgersdelicious?3.Doyouknowhowtomakeahamburger?Askstudentstointroducestepsofmakingonekindoffoodwhichtheyknowverywell.Theteachershowsthetargetlanguagewithanexample:Doyouevereatabananasmoothie?Doyouknowhowtomakeit?Herearesomenewwordsthatwemustlearnbecausetheyareconcernedwiththeprocessofmakingabananasmoothie.Blender,turnon,cutup,peel,pour,put,drinkIngredient:yogurt,banana,milkAskstudentstolookatthepictureonPage41.Dividetheclassintogroupsoffourtotalkaboutthepicturewitheachotherbydescribingaprocessofhowtomakeabananasmoothie.Thencompletetheblanksinthepicturewiththwordsin1a.Theteachermovesaroundtheroomandgivessupportasneeded.Thenchecktheanswersaccordingtothepictures:1.drinkthesmoothie2.cutupthebanana3.pourthemilkintotheblender4.peelthebananas5.turnontheblender6.putthebananasandyogurtintheblender.Remindstudentsthateveryfoodhasitsownstepsintheprocess.Askstudentstolistentothetapeandputtheinstructionsinthecorrectorder.Playtherecorder,andthenchecktheanswers:5turnontheblender.2cutupthebananas6drinkthesmoothie4pourthemilkintotheblender3putthebananasandyogurtintotheblender1peelthreebananas.Step2:PairworkBeforeworkinginpairs,studentsshouldremembertheinstructionsin1b.Givestudentsafewminutestoreviewtheinstructions.Afterthataskstudentstomakeadialogueabouttheprocessofhowtomakeabananasmoothiewiththeirpartner:A:Howdoyoumakeabananasmoothie?B:Peelthebananas.A:Whatdoyoudothen?B:Cutupthebananas.A:Whatdoyoudonext?B:Putthebananasandyogurtintotheblender.A:Whatelsedoyoudo?B:Ofcourse.Pourthemilkintotheblender.A:Isthatall?B:No.Turnontheblenderandwaitf...
