(美)果汁机

(美)果汁机 Unit 7 How do you make a banana smoothie? The First Period ?(Teaching Aims and Demands 1(Knowledge Objects Key vocabulary. Target language. Writing practice. 2(Ability Objects Listening skill. Sequencing skill. Writing skill. Cooperating skill. (Moral Objects 3 Knowing that it is not easy to be a chef. There is a lot of fun in cooking. ?(Teaching Key Points 1(Key vocabulary turn on, cut up, peel, pour, put, need; blender, smoothie, milk, yogurt, banana 2(Target language How do you make a banana smoothie? First, peel the bananas and cut it up. Then put the milk into the blender … ?(Teaching Methods Watching and describing methods. Listening method. Writing method. Pairwork. ?(Teaching Aids A tape recorder. A projector. ?(Teaching Procedures Step ? Greet the class as usual and check the homework. step ? Learn the following new words with the help of the pictures while showing them on the screen: blender n. (美)果汁机;搅和器 smoothie n. 思木西(一种水果、酸奶等加以混合的健康饮料) milk n. 牛奶 yogurt n. 酸奶;酸乳酪 banana n. 香蕉 Point to the pictures and the names of all items and ask students to repeat. (This activity introduces new vocabulary) [T : =Teacher, S : =Students] s T : Banama. Ss : Banana. T: Blender. Ss: Blender. T: Smoothie. Ss: Smoothie. T: Yogurt. Ss:Yogurt. T: Milk. Repeat. Ss: M?k. Step ? Section A 1a Show the pictures with the blanks on the screen as shown on students' book. Point to the pictures with the blanks and ask the students: Q: What do you see? Possible answers: Some fruits. People arc eating. People are making something. Clue: The picture shows some actions. So point to each picture and describe each action while act out: peel a banana; cut up a banana; put bananas and yogurt in a blender; pour milk into a blender; turn on the blender; drink a banana smoothie. Point out the blank lines in the picture. Ask students to write the names of the actions on the blank lines. Give one sample answer. Then ask students to fill in the blanks on their own. Ask a student who finishes first to write the answers on the blackboard. Check the answers on the blackboard and ask students to correct their own answers. Answers: peel the bananas, cut up the bananas, put the bananas and the yogurt in the blender, pour the milk in the blender, turn on the blender, drink the smoothie Step ? 1b Listen and put the instructions in the correct order. (This activity gives students practice in understanding the target language in spoken conversation.) Point to the actions in the picture and the list of actions in Activity 1b. Ask different students to look at the picture and tell what is happening. Ask others to read the list of actions in Activity 1b. Play the recording for the first time. Students only listen. Point to the correct part of the picture in Activity 1a when you hear that part on the recording. Play the recording a second time. This time say, Now listen to the conversation. Number the instructions. Ask students to complete the activity on their own. Correct the answers. Answers: 2 6 4 3 1 Tapescript: A: I'm hungry! Let's make a banana smoothie. B: How do you make a banana smoothie? A: Well, fist peel three bananas. B: Three bananas? A: Yes. Then cut up the bananas. B: OK, I'm finished. A: Now put the bananas and yogurt in the blender. Then pour the milk in the blender. B: Is this enough milk? A: I guess so. Next, turn on the blender. Finally, pour the smoothie in a glass and drink it. Step ? 1c Pairwork (This activity provides guided oral practice using the target language.) Point out the instructions in Activity 1b. Ask a student to read the instructions in the correct order. Now work with your partner. Cover the instructions in 1b and tell your partner how to make a banana smoothie. Point out the example in the speech bubble and say, You can start like this, if you want to. As they talk, move around the room monitoring their work. Offer language support as needed. Ask one or two students to say the list of instructions to the class without looking at the book. Praise the students if they have done well. Step ? Pronunciation Note Sometimes . English speakers pause after the words first, next, then, and finally and before the rest of the sentences. This helps the listener notice that the speaker is saying a set of steps. Step ? Summary Today we have learned some names of food. And we also learned how to make a smoothie. Someday after class if you want to drink something you could make a special one. Not by your mother or father, but by you. You could make it anytime. And we know it is not easy to be a chef. But still there is a lot of fun in cooking. Step ? Homework Write a sequence of making an apple smoothie. Drill the process of making a banana smoothie as in 1b. Step ? Blackboard Design Unit 7 How do you make a banana smoothie? Key vocabulary: blender smoothie milk yogurt banana Sequence of making smoothie peel …, cut up …, put … in the blender, pour …, turn on …, drink…