55（八年级上册）Unit 8 Section A（2a-2d）（教案3）

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Unit 8 How do you make a banana milk shake?
Section A（2a-2d）

Teaching Aims	Language goals To learn countable and uncountable nouns. Key words and phrases yogurt; honey; watermelon; spoon; pot; add; finally; salt; ingredient;    amount; one more thing. Key sentences     1. How many bananas do we need?     2. How much yogurt do we deed?     3. Then,add the cabbage,tomatoes and onion and cook for another       10 minutes.
Teaching Difficulties	The differences between countable nouns and uncountable nouns.
Teaching Aids	A tape recorder ; CAI or multimedia courseware

Teaching Procedures	Tips
Step 1 Revision
The T can encourage Ss to talk about how they cook in their daily life so that they can review how to describe a process. Then the T can guide Ss to talk about how to make a banana milk shake using what they have learned: First, …  A few minutes later, …  Later on, … Second, …    Next, … Then, … After that, …   Finally, …
Step 2 Presentation & Practice
2a   The activity is to give Ss listening practice with the target language. At the beginning, the T play the recording for the first time and make Ss to finish the task in 2a individually. Then the T can invite some Ss to share their answers in class to check answers. Answers:    How many bananas; watermelons; apples; oranges How much yogurt; honey The T can make activity 2a more difficult by having Ss cover the picture in the textbook and try to do the activity. Then The T should have Ss look at the picture and listen to the recording again.       2b     The activity is to give Ss practice in listening for specific items in conversations. The T may want to elicit from Ss as a class the possibilities for each amount. For example, the T could ask Ss if it is OK to say :     One cup of yogurt, apples, watermelon, etc.     Two yogurts, apples, watermelons, etc.   .... Then the T can play the recording for Ss and ask them to finish the task individually.Then Ss can check answers in pairs. The T can invite Ss to make conversations using the answers to make sure they get the correct answers. S1: How many apples do we need? S2:Two apples. S1:How much yogurt do we need? S2:One cup. ... Answers: one two three one cup two spoons watermelon, orange apples bananas yogurt honey After listening , the T can present the listening material to the students in need to help them get the specific information about the conversation. The T can play the recording again and ask Ss to imitate the intonation and pronunciation. 2c   This activity is to give Ss the opportunity to use the target language in conversations. The T may want to have Ss work in pairs to compete to have conversations to make as many things as possible within a fixed time period (e.g. five minutes). This would include the following: Let’s make fruit salad. Let’s make a banana milk shake. Etc. Have Ss start at the same time. After the time period has ended, elicit from Ss which pair was able to make the most things or used the most ingredients, and what was made in addition to fruit salad and a banana milk shake.
Step 3 Presentation & Reading
2d   Before reading, the T can introduce something about Russian soup to Ss. In order to make the conversation more fun to practice, the T may want to go through the conversation line-by-line with the class to figure out where to add gestures. For example, the speaker can hold up the number of fingers when saying one, four, three, five and one. The speaker can also add gestures to the following words: cut up, put...into a pot, add...water, etc. After Ss read the conversation, the T can also ask them to fill in the following chart. How to make_________________ Ingredients Amount                        How many Cabbages one          How much 2d   Then the T can focus Ss’ attention on the target structure appeared in the conversation and other key word groups. Ss can be asked to make sentences using the key structure and phrases.Then the T can make Ss read the conversation in chorus to check their pronunciation and intonation. At last the T can invite some Ss to role-play the conversation as open pairs.
Step 4 Language points
“another + 基数词 + 名词”表示“再……；又……”，相当于“基数词 + more + 名词”。其中another表示“另一；又一”。 another 10 minutes也可说成10 more minutes。 finally为副词，多用来修饰动词，位置较灵活，可位于句首或句中。其形容词形式为final，意为“最终的，最后的”。finally=in the end=at last
Step 5  Summary & Homework
Summary  The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework:     Read and recite the conversation in 2d. Do the exercises in students’ book.
Teaching Reflection	In this period, there are more new words and expressions. The T should provide more practice in listening and speaking and encourage Ss to be more involved.The teacher should get them to learn the target language and get the students to practice it in listening and speaking. In the reading part, Ss can experience more practice in using the target language in natural speech.