学情分析：
本课的话题是“食物制作”，比较贴近学生生活，学生也有话可说。通过上节课的学习，学生已经积累了很多与话题相关的词和句，再通过本课1c和1d?的学习和框架结构的分析和梳理，让学生能够基本学会描述食物的制作过程，遵循了学生的认知规律。
效果分析：
Before listening :
利用1a的设计，有效复习巩固了本课的生词，为后面的听力练习打好了基础。
While listening ：
1.1c. 学生通过1a的练习，能很容易的圈出所听到的单词。（听力活动1）
2.1d. 听并在表格中填写听到的材料( 听力活动2 。本题的答案正好包含本课的目标词汇 ，进行词汇教学 )
3. 1d. 听并在表格中填写听到的材料的数量. (听力活动3，本题的设计进一步复习巩固不可数名词的量的表达方式)
ingredients
amount
First
bread
Next
some
Then
some
Finally
bread
After listening ：
学生通过多种方式练习cheese sandwich的制作过程，为后面的小组活动奠定基础。
拓展Groupwork :
学生能根据在听力训练中的输入并根据1d的框架结构，描述其他食物的制作过程。同学们以四人小组的形式，通过充分讨论，大量的语言输入让他们有话可说，框架结构的清晰呈现让学生的描述更是水到渠成，有效体现了小组合作学习 。大部分小组能通过合作顺利的完成任务，个别小组因为在决策、分工等环节存在失误。
综上所述，本节课所设计的课堂活动都是为了达成教学目标目标服务，活动目的性强，学生的参与度广，从活动效果来看，基本达成了教学目标。
课后反思：
一、本节课的课型是听说课。本节课的听力材料是语言输出的重要前提，有效的利用听力材料，以不同的方式处理听力材料，以多种方式练习cheese sandwich的制作过程，进行高效的输入训练，为后面的输出打好基础。所以本节课我对1d的处理采用了表格式，分成两个表格，进行两次听力填表。第一次填食物名称，第二次填食物的量，并板书不可数名词食物的量，one spoon of butter, a piece of bread, another piece of bread, 进一步复习巩固不可数名词的量的表达方式。表格的呈现让学生对cheese sandwich的制作过程一目了然 ，并能用最核心的语言表述。再接下来的练习中我又分解了制作过程，每个过程配一张图片，把动词短语cup up, put on 挖空，让学生进一步练习制作过程，大量充分有效的积累为后面的输出奠定了基础。
二、重视对学生学习策略的指导。在教学过程中，我重视对学生学习策略的指导，比如，在跟读听力材料时，把顺序词first, next, then, finally变成红体字，把食物制作过程的句子变成红体字。学生掌握了这些学习策略后，将会有利于他们今后的自主学习。
三、自然渗透情感教育。在教学过程中让学生感受不同事物的制作过程，自然体会劳动的辛苦和收获成功的喜悦，并通过了解不同的美食，引导学生travel around the world, eat different food, feel different culture and know more the world.
反思本节课的教学效果，还有很多不尽人意之处：
回看这节课的录像时，才发现自己的课堂语言不够精炼，不够准确 ，在今后的日常教学中，我一定要严格要求自己，多锤炼自己的课堂用语。综观本节课，评价方式以及评价主体还是比较单一，还是以教师的口头评价为主，这也是下一步我要思考和努力的方向。
Unit 4 How do you make banana milk shake?
Section B (1a – 1e)
山东省济宁市第十五中学 吕丽娜
Teaching Aims
Knowledge objects:
1. 听懂并能够口头表达以下句型：
(1) How much ...?
(2) How many ...?
(3) Cut up some tomatoes.Put the tomato on the sandwich.
2. 正确区分本课出现的可数名词及不可数名词，能用量词表示可数名词与不可数名词的量。
3. 正确使用以下顺序词：first, next, then, finally，描述制作过程。
Ability objects:
听懂有关制作三明治过程的对话，完成设计的任务；并用所学内容描述制作过程。
Emotion & attitude
通过学习三明治的制作方法，体会劳动的快乐，了解各地美食文化，增进对世界的了解
Important and difficult points:
The students will be able to describe the steps of making cheese ,beef noodles ,fruit salad and other food correctly in speaking..
Teaching approach and means:
Task-based Teaching Approaches. multimedia
Teaching procedures
Before listening
Step 1 Lead-in
T: Class, what’s your favorite food?
T: ( Show a sandwich .) Look, what’s this?(ask students to repeat “sandwich”.) It’s my favorite food.
Step 2
T: What do we need to make a sandwich ? (students tell many things )
T: Let’s see the things we need to make a sandwich. (show pictures of things to make a sandwich) Let’s read the new words together ( butter,lettuce,turkey)
T: Can you put these words in the right baskets? ( show two baskets: how many , how much) For example, how many tomatoes? How much bread? (students put the words in the right baskets)
T: What do you like in your sandwich? Look at the chart and choose the things you like in your sandwich.(students can say like this: In my sandwich, I like...)
turkey
tomatoes
butter
beef
onions
cheese
chicken
lettuce
eggs
While listening
1.(1c)T: We can put so many things in a sandwich. But do you know how to make a sandwich? A boy can help you . He is talking about how to make a cheese sandwich with his friends . Listen and circle the words you hear in 1a.
（Then check the answers ）
(1d) Listen again and write the ingredients in the chart.
Listen again and write the amount in the chart.
ingredients
amount
First
bread
Next
some
Then
some
Finally
listen and repeat . Pay attention to the red sentences.
Look at the steps of making a cheese sandwich.Read together. Read by yourselves and try your best to remember them.
First，put some butter on a piece of bread.
Next, cut up a tomato and an onion .Put them on the sandwich.
Next, put some cheese on the sandwich.
Then, put some lettuce on the cheese.
Finally, put another piece of bread on top
(show the picture of the first step to make a cheese sandwich) T: I will check your memory. Look at the picture, can you finish the sentence? (ask some students to repeat the first step, then together) (ask students to finish each step,practice many times)
(show the pictures of the whole steps to make a cheese sandwich) T: Class, now can you say the whole steps of making a cheese sandwich?
After listening
Step 1 Groupwork
T : Class, you can make a sandwich, can’t you? Let’s talk about more food( show the pictures of beef noodles and fruit salad) You will work in group of 4 people. Choose the one you like and talk about how to make it with your partners. Each student tells one step.These useful expressions can help you.( Each group choose one food , discuss in 4 people) ( Share the ideas one group and one group)
Step 2
T: Class, today we talked about how to make beef noodles, fruit salad and sandwich.(show pictures of Russian soup,turkey, pizza and dumplings) In fact,there are many different food in different countries,like Russian soup from Russia, turkey from the U.S.,pizza from Italy,and dumplings from China.
T: Class, when you eat food , you can also learn about the culture. Do you agree with me? So class, I hope one day you can travel around the world, eat different food,feel different culture and know more about the world.
Homework:
T: In this class all of you did very well, and you helped me a lot, thank you! Here’s today’s homework:
1. Write down how to make your favorite food.
2. Learn about more delicious food in different countries
课件21张PPT。 山东教育出版社
初中英语七年级下册第四单元第三课时
Unit 4 How do you make a sandwich?
Section B (1a — 1e)Teaching aims（教学目标）
知识目标
1. 听懂并能够口头表达以下句型：
(1) How much ...?
(2) How many ...?
(3) Cut up some tomatoes.Put the tomato on the sandwich.
2. 正确区分本课出现的可数名词及不可数名词，能用量词表示可数名词与不可数名词的量。
3. 正确使用以下顺序词：first, next, then, finally，描述制作过程。
能力目标：
听懂有关制作三明治过程的对话，完成设计的任务；并用所学内容描述制作过程。
情感目标：
通过学习三明治的制作方法，体会劳动的快乐，了解各地美食文化，增进对世界的了解What do we need to make a sandwich?We need…breadtomatoesonionsturkeybutterlettucewe needcheesehow manyhow muchChoose and check ( √ ) the things you like in your sandwich.1aIn my sandwich, I like......What do you like in your sandwich?ListeningListen and circle the words you hear.1ctomatoeslettuceonionscheesebutterone spoonone one a piece1dsomesomeanother pieceListen and repeatA: How do you make a cheese sandwich?
B: Well,__________________________________
A: How much butter?
B: Oh, about one spoon.
A: OK. What else?
B: _________________________
A: How many tomatoes?
B: Well, maybe one is enough. __________________________
__________________
A: Sounds good. What about the cheese?
B: ________________________________
A: How much cheese?
B: Not too much, but you can put more if you like.
A: OK. Is that all?
B: Not quite.____________________________
A; Sound delicious.
B: _________________________________
A: Great.
first put some butter on a piece of bread.Next, cut up some tomatoes.Put the tomato on the sandwich.Next, cut up an onion.Next, put some cheese on the sandwichThen, put some lettuce on the cheeseFinally, put another piece of bread on top First，put some butter on a piece of bread.
Next, cut up a tomato and an onion .Put them on the sandwich.
Next, put some cheese on the sandwich.
Then, put some lettuce on the cheese.
Finally, put another piece of bread on top
Make a cheese sandwichMake a sandwich___ some butter ____a piece of bread. First1Make a sandwich______ an onion and a tomato.Next_____them ___ the sandwich. 2Make a sandwich_____some cheese ___the sandwich. Next3Make a sandwich_____some lettuce ___the cheese. Then4Make a sandwich_____ another piece of bread___top.Finally5Make a sandwichFirstNextNextThenFinallyUseful expressionsbuy…, cut up…,
put…in/into/on, add,
cook for…, mix…up
Begin like:
In my group, we want to make … . First…Groupwork(小组合作）Make your favorite foodDifferent food in different countries Eat different kinds of food
Feel different cultureKnow more about the worldTravel around the worldHomework1. Write down how to make
your favorite food.
2. Learn about more delicious food
in different countries制作单位：山东省济宁市第十五中学录制人员： 舒天收录制日期： 2016.4.25Unit 4 How do you make banana milk shake?
Section B (1a – 1e)
山东省济宁市第十五中学 吕丽娜
Teaching Aims
Knowledge objects:
1. 听懂并能够口头表达以下句型：
(1) How much ...?
(2) How many ...?
(3) Cut up some tomatoes.Put the tomato on the sandwich.
2. 正确区分本课出现的可数名词及不可数名词，能用量词表示可数名词与不可数名词的量。
3. 正确使用以下顺序词：first, next, then, finally，描述制作过程。
Ability objects:
听懂有关制作三明治过程的对话，完成设计的任务；并用所学内容描述制作过程。
Emotion & attitude
通过学习三明治的制作方法，体会劳动的快乐，了解各地美食文化，增进对世界的了解
Important and difficult points:
The students will be able to describe the steps of making cheese ,beef noodles ,fruit salad and other food correctly in speaking..
Teaching approach and means:
Task-based Teaching Approaches. multimedia
Teaching procedures
Before listening
Step 1 Lead-in
T: Class, what’s your favorite food?
T: ( Show a sandwich .) Look, what’s this?(ask students to repeat “sandwich”.) It’s my favorite food.
Step 2
T: What do we need to make a sandwich ? (students tell many things )
T: Let’s see the things we need to make a sandwich. (show pictures of things to make a sandwich) Let’s read the new words together ( butter,lettuce,turkey)
T: Can you put these words in the right baskets? ( show two baskets: how many , how much) For example, how many tomatoes? How much bread? (students put the words in the right baskets)
T: What do you like in your sandwich? Look at the chart and choose the things you like in your sandwich.(students can say like this: In my sandwich, I like...)
turkey
tomatoes
butter
beef
onions
cheese
chicken
lettuce
eggs
While listening
1.(1c)T: We can put so many things in a sandwich. But do you know how to make a sandwich? A boy can help you . He is talking about how to make a cheese sandwich with his friends . Listen and circle the words you hear in 1a.
（Then check the answers ）
(1d) Listen again and write the ingredients in the chart.
Listen again and write the amount in the chart.
ingredients
amount
First
bread
Next
some
Then
some
Finally
listen and repeat . Pay attention to the red sentences.
Look at the steps of making a cheese sandwich.Read together. Read by yourselves and try your best to remember them.
First，put some butter on a piece of bread.
Next, cut up a tomato and an onion .Put them on the sandwich.
Next, put some cheese on the sandwich.
Then, put some lettuce on the cheese.
Finally, put another piece of bread on top
(show the picture of the first step to make a cheese sandwich) T: I will check your memory. Look at the picture, can you finish the sentence? (ask some students to repeat the first step, then together) (ask students to finish each step,practice many times)
(show the pictures of the whole steps to make a cheese sandwich) T: Class, now can you say the whole steps of making a cheese sandwich?
After listening
Step 1 Groupwork
T : Class, you can make a sandwich, can’t you? Let’s talk about more food( show the pictures of beef noodles and fruit salad) You will work in group of 4 people. Choose the one you like and talk about how to make it with your partners. Each student tells one step.These useful expressions can help you.( Each group choose one food , discuss in 4 people) ( Share the ideas one group and one group)
Step 2
T: Class, today we talked about how to make beef noodles, fruit salad and sandwich.(show pictures of Russian soup,turkey, pizza and dumplings) In fact,there are many different food in different countries,like Russian soup from Russia, turkey from the U.S.,pizza from Italy,and dumplings from China.
T: Class, when you eat food , you can also learn about the culture. Do you agree with me? So class, I hope one day you can travel around the world, eat different food,feel different culture and know more about the world.
Homework:
T: In this class all of you did very well, and you helped me a lot, thank you! Here’s today’s homework:
1. Write down how to make your favorite food.
2. Learn about more delicious food in different countries
“教学目标达成度”观课记录
?学校
济宁市第十五中学
班级
初二、12班
人数
48
科目
英语
执教人
吕丽娜
课题
How do you make a banana milk shake? .
课型
听说
观察人
陆金英
时间
2016年4月25日
观察点
教学活动是否能达成教学目标
编号
观察项目
效果
分析与建议
A
B
C
D
1
?本课教学目标是否合理
∨
?
?
?
本课能够从知识、技能、情感三个维度进行目标设置,目标符合英语新课程标准和七年级学生特点，比较合理。
2
导入活动是否指向教学目标
∨
?
?
?
导入环节中通过展示实物三明治，学习生词sandwich ，激发了学生的兴趣，通过问题：Do you like sandwiches? What do we need to make a sandwich?感知目标语言，导入制作食物这一话题。
3
词汇教学是否指向教学目标
?
∨
?
?
?
本课的课标词汇sandwich, butter,turkey,lettuce，是在导入环节通过问题：What do we need to make a sandwich?回顾已学过的部分食物名称并学习这几个新词的。在1a活动中，通过In my sandwich, I like…真实的语境练习并巩固新词，达成了词汇教学的目标。
4
运用任务是否指向教学目标
∨
?
?
?
通过1c,1d听力活动，为学生的输出活动提供了一个相对真实的语境，老师从听力材料中提炼出制作cheese sandwich的过程， 学生通过过程分解图片练习cheese sandwich的制作过程，为学生看完整图片叙述制作过程做了充分准备，并为下一步的输出奠定基础。
5
是否达成情感目标
∨
通过小组活动讨论水果沙拉和牛肉面的制作过程，让学生感受劳动的快乐，自然渗透情感教育。通过展示世界各地美食图片，增进对世界的了解，开阔学生的视野，达成了预设的情感目标。
设计意图及说明：本图表是观察者对“教学目标达成度”进行观察所使用的量表。其中在效果一栏中，A表示效果很好；B表示效果一般；C 表示效果有难度；D表示效果不好。
结论、分析与建议：我是从5个方面对这一观察点进行观察的。根据我的观察记录，吕老师在课堂上都是围绕教学目标设计的教学活动，每项教学活动都指向教学目标，环环相扣，层层递进。在教学过程中，既关注学生的语言知识的学习，还关注对学生的情感教育，是一节高效的课例。
另外，我也有一些建议，在书面表达后，小组互评不是很充分，在这一环节的处理上，还可以再稍作调整。
测评练习：
听前测评练习
[Before listening]
1.你喜欢吃三明治吗？你喜欢在三明治里放些什么材料呢？
In my sandwich, I like______________ , I don’t like____________
2. 给下列单词归类：
bread, lettuce, butter, turkey, tomato, onion, cheese,
可数名词： _________________________________________________
不可数名词：_________________________________________________
听中测评练习
[While listening]
1. 1c. 听并圈出所听到的单词。
2. 1d. 听并在表格中填写所听的材料。
听并在表格中填写材料的数量
ingredients
amount
First
bread
Next
some
Then
some
Finally
bread
听后评测练习
[After listening]
根据分解图片，描述cheese Sandwich的每个制作过程。
根据完整图片，描述cheese sandwich 的完整的制作过程。
[Groupwork]
小组合作，描述水果沙拉或牛肉面的制作过程，每人一步。最后一人总结
课标分析：
本课是《义务教育教科书·英语》(山东教育出版社)七年级下册第四单元How do you make a banana milk shake?第三课时。
本课课型是听说课，围绕“食物制作”为话题，是一个过程性听说板块，在前面听、说的基础上，达到学生说出其他食物制作过程的语言输出。1a的In my sandwich, I like… 的练习，对已学过的食物名称和新学习的食物名称进行真实情景的练习和巩固，为后面的输出奠定基础。1c 的听力练习是圈出所听到的食物名称，考查了学生对新词的“听”的掌握情况。1d的听力分成两部分，首先听并填写每个步骤所需要的食物名称，考查了学生对新词的“写”的掌握情况，并让学生初步感知食物制作的完整过程；1d的第二部，听并填写材料的量，考查学生对可数名词和不可数名词的量的表达的掌握情况。由易到难，循序渐进，符合认知规律。提供了提纲契领的框架，也为学生学习描述食物制作过程打开了思路。最后的小组活动，让把学生在描述cheese sandwich的制作过程的基础上，拓展到其他食物的制作过程上。拓展了学生的视野，对学生语言综合运用能力提出了更高要求的同时，培养了他们了解美食、了解世界的情感。
本课教材的教学在《英语课程标准》中对应四级的要求。通过本课教材的教学，学生能：
听懂描述食物制作过程的对话，并能用目标语言描述该制作过程；并能用目标语言说出其他食物的制作过程；通过学习描述食物的制作过程，引导学生学会用英语描述各种食物的制作过程，体验劳动的辛苦和快乐，并能开拓视野，了解世界各地美食，并进一步了解美食文化，增进对世界的了解。有效的学习策略有利于提高学习效率和发展自主学习能力；积极的情感态度有利于促进主动学习和持续发展。
