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Unit 8 How do you make a banana milk shake?
Section A（Grammar Focus-3c）
Teaching Aims
| - To learn the imperatives, countable/uncountable nouns and adverbs
- sugar, cheese, popcorn, corn, machine, dig, hole, one cup of yogurt,
- how to plant a tree, dig a hole, how many, how much, take out ...
- 1. How do you make popcorn?
- 2. How much corn do we need?
| Teaching Difficulties
| How to ask the amount of the countable and uncountable nouns using how many/much.
| Teaching Aids
| CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Revision
| | - The T can make Ss chant the following imperatives to help them have a review of what they have learned:
- Peel, peel, peel the banana.
- Cut, cut, cut up the banana.
- Pour, pour, pour the milk.
- Turn, turn, turn on the blender.
- Then the T can guide Ss to describe how to make fruit salad using the imperatives and the adverbs of sequence:
- First, cut up three bananas, three apples and a watermelon.
- Next, put the fruit in a bowl.
- Then, put in two teaspoons of salad cream and a cup of yogurt.
| | Step 2 Grammar learning
| | - The T can ask Ss to read the sentences in the chart in pairs and get the meaning of the conversations. Encourage Ss to make more conversations using the target language.
- Then the T can have Ss circle the target structure in the sentences in the chart. Guide Ss to think about how to use it. At last the T can summarize the usage of the target grammar structure from several aspects.
| | Step 3Presentation & Practice
| | - Ask Ss to finish the task individually in 3a. Then the T can invite some Ss to share their answers by reading the full sentences. After all the Ss get the answers correct, the T can invite some Ss to make up some conversations using these questions.
- During the process, the T should guide Ss to pay attention to the target structure and their usage.
- 1. many 2. much 3.much 4. many 5. much
- Ask Ss to look at the pictures in 3b to get the main idea and complete the questions and answers individually. Then Ss can work in pairs to match the questions and answers so that they can check their answers and role-play their conversations. Then the T can draw Ss’ attention to the key points in the conversation and explain what Ss can not understand. At last the T can invite some pairs to role-play their conversations in class.
- 1.How do you make popcorn?
| - b. First, put the corn into the popcorn machine.
| - 2.How much corn do we need?
| | | - d. Next, turn on the machine. Finally, add the salt.
| - 4.How much salt do we need?
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- The activity is to give Ss the opportunity to use the target language in a controlled manner. The T may want to have one group of Ss create instructions on how to do four different things or four recipes. Then cut them up and mix them up. The slips of paper should then be exchanged with the slips of paper of another group of Ss. The groups of Ss now have to put the four different instructions (that they have received) in the correct order. The T may need to explain to Ss that they should cut up the instructions so that each step of the instruction is on a separate slip of paper. (Ss should not cut up the instructions like a picture puzzle.) Moreover, the instructions should not be numbered.
| | Step 4 Language Points
| | - 动词不定式常和what, which, who(m), where, when, how等连用，在句中作主语、宾语、表语等。
- Where to live has not yet been decided.（作主语）
- We must know what to say at the meeting.（作宾语）
- The problem is whom to go with.（作表语）
- dig作动词，其过去式为dug，动词-ing形式为digging。
- They are digging a tunnel.
- She dug a hole and planted a tree.
| | Step 5 Summary & Homework
| | - Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
- Preview the new words and phrases in Section B(1a-1e).
- Do the exercises in students’ book.
| The homework can vary with the specific conditions.
| Teaching Reflection
| In this period，the students are familiar with the sentences in grammar focus and the usage of “how many＋countable nouns” and “how much＋uncountable nouns”．However，some students can't do things in an orderly way，and can't express the order of doing something correctly.They should practice more after class.We can help the students sum up and learn the structures of “how many” and “how much”．After they learn the main structures in grammar focus，the students should practice in different activities.We'd better give them some written work after speaking and reading.
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