Unit8Howdoyoumakeabananamilkshake?ByFanQiaoTheFirstPeriod(SectionA,1a–1c)Teachingaims：1.Languagegoals:a.keyvocabulary:shake,milkshake,blender,turnon,peel,pour,yogurt,honey,watermelon,spoon,pot,add,finally,saltb.Targetlanguage:①─Howdoyoumakeabananamilkshake?─First,peelthebananas…②─Howmanybananasdoweneed?─Weneedthreebananas.③─Howmuchyogurtdoweneed?─Weneedonecupofyogurt.2.Abilitygoals:a.ToimprovetheSs’speakingandlisteningskills.b.TotraintheSstalkabouthowtomakeabananamilkshake.3.Moralgoals:Tomakethestudentshelptheirparentswithhouseworkandcooking.TeachingImportantpoints:1.Masterthekeywords,expressionsandsentences.2.Howtodescribetheprocessofmakingabananamilkshake.TeachingDifficultpoints:Howtouse“howmany”and“howmuch”Teachingmethods:1.Listeningmethodsandspeakingmethods2.Communicativeapproach,pairworkTeachingsteps:Step1.Warmingupandrevision1.T:What’syourfavoritefruit?S:apple,orange,strawberry,banana,pear,watermelon.2.T：What’syourfavoritedrink?S:Cola/milk/juice/tea/milkshake…Step2.Presentation1.Lead-in1T:Great,thosetastenice.Todaywearegoingtolearnhowtomakeabananamilkshake.Howmanybananasdoweneed?Howmuchmilkdoweneed?S:…Teachershowsthepicturestostudents,andmakesstudentsknowtheprocessofmakingmilkshake.Thenwritedownthekeywordsontheblackboard.2.Do1a.AskSstowritethenamesoftheactions.Choosethecorrectwords.AskSstofillintheblanksontheirown.Thenchecktheanswers.3.Teachthenamesofallitems.Pointtothepicturesoftheitemsandaskstudentstorepeat.Focusonthepictures.Askthestudentstotellwhattheyseeinthepicture.Describeeachactionandaskstudentstorepeatthefollowing:peelthebananas,cutupthebananas,putthebananasandmilkintheblender,pourthemilkintheblender,turnontheblender;drinkthemilkshake.4.Pointouttheactionsinthepictureandthelistofactionsinactivity1b.Playtherecordingandchecktheanswers.Askstudentstorecitetheconversationatonce.Step3.Listening1bThenlistentotherecording.Listenandputtheinstructionsinorder.ChecktheanswersStep4.ConsolidationWorkon1c:1.LetSsreadthemodelwithapartner.2.Usetheinformationin1b.Askandanswerwithapartner.3.Letsomepairsaskandansweraboutthechart.Step5.Homework1.Copythenewwordsthreetimes.2.Practicethetargetlanguagelearnttoday.2TheSecondPeriod(SectionA,2a–2d)Teachingaims：1.Languagegoals:a.keyvocabulary:peel,cut,pour,cutup,turnonpour...into,boil,add,add...up,mix...up,finallyb.Targetlanguage:①Howdoyoumakeabananamilkshake?②First,peelthebananasandcutthemup③Thenputthemilkintotheblender...④First...next...then...finally...2.Abilitygoals:a.ToimprovetheSs’speakingandlisteningskills.b.Talkaboutmakingfood3.Moralgoals:Helpthestudentslearnhowtodescribeaprocesswiththetargetlanguage.TeachingImportantpoints:1Masterthekeywords,expressionsandsentences.2Describetheprocessofmakingsomething.TeachingDifficultpoints:Describetheprocessofmakingsomething.Teachingmethods:1.Listeningmethodsandspeakingmethods2.Communicativeapproach,pairworkTeachingsteps：Step1Workon2a.Listening1.LetSslookatthepicturesbelow.Letonestudentreadthewordsinthepicturesifnecessary.2.PlaytherecordingfortheSstolistenandcompletethechart.Step2.Listing2b1.LetSsreadthechartbelow.TellSsthattheyshouldwritetheingredientunderthecorrectamountinthechart.32.PlaytherecordingfortheSstowritethecorrectanswersinthechart.3.Playtherecordingagaintochecktheanswers.Step3.Practce2c1.TellSstoaskandanswerquestionsabouthowtomakefruitsalad.2.Givea...
