How
do
you
make
a
banana
milk
shake
教材分析
本节课的生词较前面两个课时多，所以在呈现的时候采用了直接导入的方式强化学生对于关键词的掌握，并适当拓展了部分相关生词。
1.
了解美国感恩节的由来。
2.
学习表述感恩节大餐火鸡的制作并掌握相关词汇。
1)
名词
n.
turkey,
traveler,
Thanksgiving,
autumn,
pepper,
oven,
plate，
gravy,
temperature
2)
动词
v.
mix,
celebrate,
fill,
cover,
serve
3)
形容词
adj.
special,
traditional
,main
4)
词组
give
thanks
for,
mix
together,
put
in,
cover
with
cut
into
，eat
with,
serve
to
,
main
dish,
at
a
very
high
temperature.
2.
要求掌握以下句式：
In
most
countries,
people
usually
eat
traditional
food
on
special
holidays.
...
celebrate
this
idea
of
giving
thanks
by
having
a
big
meal
…
Here
is
one
way
to
make
turkey
for
a
Thanksgiving
dinner.
Serve
it
to
your
friends
with
some
vegetables.
重
点
以书面形式流畅写出火鸡的制作流程
难
点
Difficulties（难点）：以书面形式流畅写出火鸡的制作流程
教
法
讲授法、讨论法、练习法
教
具
电子白板
教学过程（包括课程导入、新课解析、例题精讲、课堂练习、作业设计等）
T:
Sandwiches
are
popular
around
the
world,
but
do
you
know
where
they
came
from
Where
do
people
celebrate
Thanksgiving
When
do
people
celebrate
it
Why
do
people
celebrate
it
How
do
people
celebrate
it
now
What
is
the
main
dish
of
the
Thanksgiving
meal （3）
Read
and
matchT:
Work
on
2b.
Read
the
article
and
number
the
pictures
[1-5].Here
is
one
way
to
make
turkey
for
Thanksgiving
dinner.
First,
mix
together
some
bread
pieces,
onions,
salt
and
pepper.
Next,
fill
the
turkey
with
this
bread
mix.
Then,
put
the
turkey
in
a
hot
oven
and
cook
it
for
a
few
hours.
When
it
is
ready,
place
the
turkey
on
a
large
plate
and
cover
it
with
gravy.Finally,
cut
the
turkey
into
thin
pieces
and
eat
the
meat
with
vegetables
like
carrots
and
potatoes.（通过图片的提示，帮助学生获取和巩固关键信息，降低学习难度，帮助学生建立学习信心）。（4）PairworkA:
How
do
you
make
a
turkey
dinner B:
First
…
Next
…
Then
…
And
…
After
that
…
Finally
(At
last)…（教师给出cut
into,mix,
fill,
put…int…cook,
place
cover,
eat
with关键性引领词，帮助学生重组语言信息，强化了学生的训练得到巩固效果。）（5）Fill
in
the
blanksFirst,
___
together
some_____
______,
_______,
_______
and
________.Next,
____
the
turkey____
this
bread_____.Then,
____
the
turkey____
a
hot
oven
and
cook
it
for
_
___
hours.____
it
is
ready,
_____the
turkey
on
a
large______
and
____
it
with
______.____,
cut
the
_____
into
thin
_______
and
eat
the
_____
with
vegetables
_____
carrots
and
_________.（通过以上教学活动分解了阅读难度，突出了重点词汇，同时给学生操练和展示的平台5.
Post
reading(1)
Work
on
2d.
Here
are
the
instructions
for
making
a
turkey
dinner
written
in
a
different
way.
Put
them
in
order.
Write
First,
Next,
Then
and
Finally.
（以另一种角度帮助学生灵活运用语言，活化了知识。）
板书设计:重点句型教学反思：1,阅读大短文需要带着问题找答案，先大概清楚课文的意思，再逐字去朗读课文，所以教学之前先让学生充分的朗读理解再讲解。2，课文中的语法点需要反复讲解练习，以题练语法。How
do
you
make
a
banana
milk
shake
教材分析
本节课的生词较前面两个课时多，所以在呈现的时候采用了直接导入的方式强化学生对于关键词的掌握，并适当拓展了部分相关生词。
1.
熟练掌握可数名词和不可数名词和How
much/
How
many引导的特殊疑问句。
2.
熟练使用“First,
Then,
Next,
After
that，
Finally”学会表述三明治的过程并表达自己对食物的喜好。
3.
激发学生对于食物制作的兴趣并开发他们的创意。
4.
引导学生关心了解身边人的饮食喜好，促进交流与合作意识。
1)
名词n.
cheese，butter,
tomato,
turkey,
onion,
slice,
condiments,
piece
2)
代词adv.
another
3)
副词
adv.
finally
4)
词组
cut
up,
add
to,
on
top,
put
on,
a
piece
of,
what
about
How
do
you
make
a
cheese
sandwich
Do
you
like
lettuce
in
a
sandwich
How
much
butter
What
else .
重
点
够选择恰当的动词描述制作一种家庭食品的过程并做进行连续性的描述。
难
点
Difficulties（难点）：根据自己的喜好，充分发挥想象，有序的制作特有的sandwiches,提高自己的交际能力。
教
法
讲授法、讨论法、练习法
教
具
电子白板
教学过程（包括课程导入、新课解析、例题精讲、课堂练习、作业设计等）
S:
First,
mix
up
flour
(面粉),
butter
and
milk
to
make
a
crust
(面包皮).
Next,
put
pizza
sauce
(调味汁)
on
the
crust.
Next,
cut
up
peppers
(辣椒),
sausage
(香肠)
and
mushrooms,
and
put
them
on
the
pizza.
Then,
add
some
cheese
to
the
pizza.
T:
Ask
and
answer
questions
with
a
partner.
Find
out
what
he/she
likes
in
a
sandwich.
S:
A:
Do
you
like
lettuce
in
a
sandwich
B:
Yes,
I
do.
A:
Do
you
like
tomatoes
B:
No,
I
don't.
S:
In
our
group,
_______
likes/dislikes____
in
a
sandwich.
...
_____
and
______
both
like/dislike___
in
sandwiches.
And
we
all
like/dislike_______
in
sandwiches.（从对话到小组调查到报告，教师铺设了平台给学生大量操练的机会，让学生在做中学，同时自然地引导学生关心身边人，并有意识地把获得的信息进行整合，提高了学生的表达能力的锻炼。5.
Work
on
1cT:
Look
at
the
picture
in
1a.
Listen
and
circle
the
words
you
hear.
(教师放录音，在2a的基础上，此任务简单，教师可以在放完一遍录音以后就订正答案)
板书设计:重点句型教学反思：平时教学中引导学生自主学习，在做听力或者阅读短文之前先看问题，带着问题有目的的去进行相关的学习，有的放矢。课堂教学一定给予学生充分的记忆和练习的时间，讲练结合才能记得牢。How
do
you
make
a
banana
milk
shake
教材分析
本节课的生词较少，而且单词的拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。
1.
掌握和食物有关的可数名词和不可数名词以及how
much/many用法。
2.
学会使用祈使句并正确使用first,
then,
next,
finally等连接词。
3.
能够描述制作一种家庭食品的过程。
2)
动词
v.
drink,
peel,
pour,
put,
add，
boil
3)
副词
adv.
finally
2.
要求掌握以下句式:
How
do
you
make
a
banana
milk
shake
How
much
...
do
you
need
First,...
Then,...
Next,...
Finally,...
重
点
Difficulties（难点）：掌握可数和不可数的食物名词。
难
点
Difficulties（难点）：熟练使用first
,then,
next,
finally等连接词描述某种过程。
教
法
讲授法、讨论法、练习法
教
具
电子白板
教学过程（包括课程导入、新课解析、例题精讲、课堂练习、作业设计等）
Guess:
What’s
in
the
fridge
A:
I’m
hungry!
Let’s
….
B:
How
do
...
A:
Well,
first
peel
….
B:
Three
bananas
A:
Yes.
Then
cut
….
B:
OK,
I’m
finished.
A:
Now
put
...
blender.
Then
pour
….
B:
Is
this
enough
milk
A:
I
guess
so.
Next,
turn
….
Finally,
pour
…
and
….
A:
How
do
you
make
popcorn
Group
work:
Can
you
make
noodles
with
beef
and
tomatoes
9.HomeworkOral:Read
aloud
and
remember
the
process
of
making
the
banana
milk
shake
.Written:Choose
one
of
the
following
items,
write
down
the
process
for
doing
it,
and
communicate
this
with
partners:Plant
a
tree,
wash
clothes,
take
out
a
book
from
the
library.（根据学生程度进行口语和书面作业的布置，同时结合了3c
的内容，并拓展了学生描述某事物进行过程的能力）
板书设计:重点单词教学反思1，第一堂课讲解单词要求大声朗读，边动嘴边动脑进行记忆，大部分同学能够掌握，基础较弱的一定要反复教授确保每个单词会读会认。2，听说课一定要鼓励学生多说多听，练习语感，现在学生比较欠缺这方面的训练。How
do
you
make
a
banana
milk
shake
教材分析
本节课的生词较少，除了ingredient拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。
1.
进一步掌握可数名词和不可数名词和How
much/
How
many引导的特殊疑问句。
2.
听懂制作一种食品的对话材料，并条理性掌握对于制作过程的描述。
3.
能够描述出一种食物的食谱。
1)
名词n.
yogurt,
watermelon,
honey,
spoon,
ingredient,
pot,
salt,
sugar,
cheese
2)
动词v.
drink,
peel,
pour,
put,
add,
need,
cook
3)
副词
adv.
finally
4)
词组
turn
on,
cut
up,
add
to,
put
into,
pour
into,
forget
to,
cook
...
for
...
,
one
more
thing
2.
要求掌握以下句式：
I
want
to
make
...
for...
How
many
...
do
we
need
How
much
...
do
we
need
First,
...
Then,
...
Next,
...
After
that
Finally,
don’t
forget
to
…
.don't
forget
to
...
重
点
分辨可数和不可数名词，正确使用how
many/how
much
表述一种家庭食物的食谱和其制作过程
难
点
Difficulties（难点）：表述一种家庭食物的食谱和其制作过程
教
法
讲授法、讨论法、练习法
教
具
电子白板
教学过程（包括课程导入、新课解析、例题精讲、课堂练习、作业设计等）
First,
_____
_____the
tomatoes
and
beef.
T:
In
groups
of
four,
write
a
food
recipe
(
do
not
use
the
words
like
first,
next,
etc.).
T:
Now,
we
have
so
many
things
to
eat,
let’s
go
for
a
picnic.
I
would
like
to
make
fruit
salad
for
our
picnic.
Can
you
make
fruit
salad
What
do
we
need
to
make
fruit
salad
S：We
need
a
_______of
_______/some
________/a
little
________/much
_________
.
（半开放式的问答，帮助学生逐步深入how
many/much的正确使用。）T:
Look
at
the
ingredients
of
the
salad
again,
can
you
tell
when
to
use
“how
many/how
much”
（教师把salad
有层次地划分其ingredient并呈现给学生，让学生自己总结how
many/how
much”规律）
3.
Practice
and
work
on
3aT:
Fill
in
the
blanks
with
“how
many”
or
“how
much”.
Now,
let’s
finish
3a4.
Work
on
2aT:
Listen
and
fill
in
the
dialogue.
Then
complete
the
chart.S:
How
many
bananas
do
we
need
We
need
three
bananas.
How
much
yogurt
do
we
need
We
need
one
cup
of
yogurt.IngredientsHow
muchHow
manyyogurtbananashoneywatermelonsapplesoranges5.
Work
on
2b
&2cT:
Listen
again.
Write
the
ingredients
under
the
correct
amount
in
the
chart
(教师放录音，在2a的基础上，此任务简单，教师可以在放完一遍录音以后就订正答案)T:
Ask
and
answer
questions
about
how
to
make
fruit
salad.A:
Let’s
make
fruit
salad.B:
OK,
good
idea.
How
much
…
do
we
need A:
One
cup
of…/one
teaspoon
of…B:
And
how
many
…
do
we
need A:
Let
me
think…
We
need
…B:
OK,
and
how
much…
(教师呈现2b内容，帮助学生以pairs形式完成半开放式的对话联系，以达到降低难度和强化重点的作用)T:
Read
the
dialogue,
and
fill
in
the
blanks.A:
Let’s
make
fruit
salad.B:
OK.
Do
you
have
bananas
板书设计:重点句型教学反思：1，通过练习的方式教授语法点，而且是制作生活中常见的食物，学生比较感兴趣掌握比较好，个别同学可以多鼓励重复知识点，制作步骤基本都能说清楚。How
do
you
make
a
banana
milk
shake
教材分析
本节课的生词较前面两个课时多，所以在呈现的时候采用了直接导入的方式强化学生对于关键词的掌握，并适当拓展了部分相关生词。
教
学目
标
Teaching
aims（教学目标）1.
了解并掌握常见的中西方食物。2.
了解代表性中华传统美食的制作方法。3.
能够关注并了解食物背后的文化并热爱中华美食。
Language
points（语言点）1．要求掌握以下词汇：
1)名词
n.
zongzi,
dumpling，
mooncake,
reason,
dishes,
pot2)
动词
v.
remember,
celebrate3)
形容词
adj.
special,
traditional4)
词组
the
Dragon
Boat
Festival,
the
Mid-autumn
Festival,
Tomb-Sweeping
Day
,
sweet
green
rice
ball,
the
Spring
Festival,
give
thanks
for,
make
dishes
2.
要求掌握以下句式：First,
...
Then,
...
Next,
...
After
that,
...
Finally,
...
What
are
the
reasons
for
this
special
day
To
make
this
special
food,
...
Now,
it
is
time
to
...
重
点
用英语讨论中国最重要的节日——春节的相关要素，并比
较熟练地表达具有代表性的中华美食的制作方法。
难
点
Difficulties（难点）：用英语讨论中国最重要的节日——春节的相关要素，并比
较熟练地表达具有代表性的中华美食的制作方法。
教
法
讲授法、讨论法、练习法
教
具
电子白板
教学过程（包括课程导入、新课解析、例题精讲、课堂练习、作业设计等）
Teaching
steps（教学步骤）1.
Warm-up
and
revision（课堂热身和复习）
(1)
Discuss
traditional
western
foods.
T:
What
are
these
（罗列系列传统西方食物图片）
S:It’s
...
T:
They
are
traditional
western
foods.
When
do
Western
people
eat
them
S:…T:
Let’s
look
at
some
traditional
Chinese
foods,
can
you
name
them
（罗列传统东方食物图片）Brainstorm
T:What
kind
of
traditional
foods
do
people
eat
on
special
holidays
in
China
(先让学生头脑风暴，然后教师简单带过几个典型代表）（通过复习和讨论，引入食物与special
holidays的关联概念，既复习了前面的内容，有为后面环节进行了有机铺垫，另外，小组合作的讨论和PK模式有利于提高学生的学习兴趣并增强学生的合作精神。鉴于有一定难度，可以允许学生有中文的表述。）2.
Presentation（呈现Spring
Festival相关内容并着眼到食物文化上）(1)
Talk
in
groups.T:
What
do
you
think
is
the
most
special
day
in
China S:
The
Spring
Festival.T:
Look
at
2e.
Discuss
in
groups.(2)
Ask
and
answer.
T:
When
is
the
Spring
Festival S：The
Spring
Festival
is
during
the
lunar
New
Year.春节即农历新年。
It
is
in
January
or
February
年三十/除夕：the
last
day
of
the
lunar
year/lunar
New
Year’s
Eve
正月初一：the
first
day
of
the
lunar
year正月十五：the
fifteenth
day
of
the
first
month
of
the
lunar
year（教师通过几个关键词的渗透农历新年的表达，降低学习难度，并让学生明确春节一般到正月十五闹元宵以后就结束了）Story-telling
T:
Let’s
learn
more
about
the
Spring
Festival.Long
ago，There
was
a
horrible
monster
that
came
out
on
the
same
day
each
year
to
eat
people.
This
monster
was
named
Nian,
People
were
scared
because
every
time
it
came
out,
whole
villages
would
be
destroyed
at
a
time.
So,
every
time
the
monster
came,
people
would
huddle
together
in
their
homes
and
stay
up
all
night,
wanting
not
to
be
eaten.
This
happened
for
many
years
until
a
wise
man
thought
up
a
plan.
They
lit
bamboo.
The
bamboo
cracked
and
made
a
lot
of
noise.
The
monster
was
scared
and
ran
back
to
its
cave
without
eating
any
people.
The
next
morning,
people
congratulated
each
other.
So,
from
then
on,
people
stayed
up
late,
lit
firecrackers
and
congratulated
each
other
when
the
new
year
came.
（教师简单引导学生说出Spring
cleaning，Staying
up
late，Firecrackers，Lunar
new
year
visits，Red
packet，Dragon
dance
and
lion
dance，Spring
couplets，Paper
cutting，Yuan
Xiao
Festival等年俗相关信息，并最后着眼与食物上，为后面的环节进行铺垫。）T:
Can
you
remember
anything
about
the
Spring
Festival
Write
on
your
paper.（此处的停顿和回顾能帮助学生巩固春节的相关要素，另外，根据学生的程度和实际的教学需要，也可以只利用这张PPT围绕春节展示学生的讨论结果，而不需要展示前面的每张PPT）Reunion
dinner.
T:
Is
that
all
for
the
Spring
Festival
S:
Of
course
not.
Don’t
forget
the
reunion
dinner.
It
s
the
most
important
thing
during
the
Spring
Festival.(食物背后的文化寓意能引发学生的共鸣，所以教师要引导学生表达，哪怕是中文形式）T:
Well,
can
you
tell
me
how
to
make
dumplings
Read
the
find
out
the
steps.T：How
do
you
make
dumplings Ingredients：flour
and
water
(
to
make
dumpling
wraps)，meat
(pork
,
beef
or
mutton)，salt,
soy
sauce
酱油，MSG
味精，sesame
oil麻油S：First,
mix
flour
with
water.
Then,
make
fillings
for
dumplings,
chop
up
meat
and
vegetables,
and
mix
them
all
up.
After
that,
add
some
salt,
soy
sauce,
MSG
and
seasame
oil
to
this.
Next,
roll
out
dumpling
wraps,
and
knead
(揉；捏)
the
dumplings.
Finally,
put
them
into
boiling
water.（教师要适当带读ingredients中的生词，然后让学生以小组合作模式从去掉标点和大小写的文章中，读出正确的句子来找出制作饺子的步骤——可以每个小组顺接着分别读一个句子，能增强学生的合作精神和学习兴趣）3.
Work
on
3a(1)
DiscussT:
We
eat
special
foods
on
special
holidays.
What's
more,
some
places
in
China
are
famous
for
some
special
foods.
What
do
you
know
about
them
Discuss
in
groups.Fill
in
the
blanksT:
Now,
let’s
go
to
Yunnan.
Read
the
recipe
below
and
fill
in
the
blanks
with
the
words
in
the
box.Role-playA:
I
want
to
...
.
Can
you
tell
me
how B:
Sure.
To
make
this
special
food,
you
need
to
...
A:
I
see.
And B:
First,
...
.
Next,
...
.
After
that,
...
.
Then,
...
.A:
OK,
that's
it B:
No,
one
more
thing.
Finally,
...
.A:
Great!
It
is
time
to
enjoy
it
now.（这个部分是学生语言输出和展示的很好平台，实现了机械操练到意义操练的过程）Work
on
3bT:
Think
of
a
favorite
food
in
your
hometown.
Make
a
list
of
ingredients.（这个部分符合学生的学习兴趣，使语言的输出更生活化，但是学生的语言表达会有一定难度，需要教师的指导和帮助。）5.
Work
on
3cT:
Write
a
recipe
for
your
favorite
food.
Use
3a
and
3b
to
help
you.
（前面语言的运用给学生大量信息，此处就是学生把信息进行整理后消化并输出的过程。）6.
Work
on
4T:
Make
up
a
crazy
recipe
with
your
partner.
Then
tell
another
pair
of
students
how
to
make
this
crazy
food.
The
other
pair
will
draw
it.(教师给了学生展示的平台，关注了机械操练到意义操练的必要性）7.
HomeworkOral:
回顾关于年的故事以及春节相关的习俗和传统食物。Written:
完成Self
Check部分内容并小组交流校对
在作业本上写下the
Spring
Festival相关的英文表达，如
“年三十”。
板书设计:重点句型教学反思：1，教学中一定要和学生一起互动，不要直接告诉答案或者老师一言堂。在讲授食物制作方法的时候鼓励学生多说然后老师总结。2，复习时把词组和单词放在句子中复习，达到应用的效果。
