Unit 4 How do you make a banana milk shake?
Section B 1a-2d
学习目标：
1. Grasp the important expressions
2. Describe a process and follow instructions
3. Value the food and be a thankful person
教学重难点：
Describe the process with “first, next, then, finally”.
Analyze the passage with “when, where, how, what, why’.
教学方法：
1、教法说明：
（1）开放性教学法：采用多媒体教学方式，努力创设各种情景，结合教材入学生们感兴趣的视
频、图片，拓展学生们的视野，实现知识的整合，达到学以致用的目的。
（2）任务型教学法：设计各种任务活动，让学生在用中学，在学中用。
2、学法说明：合作探究学习：在活动中相互交流，相互合作，从而获得知识、技能和情体验，
发展他们的能力。
教学媒体手段：多媒体、视频、音频、手工制作
教学过程：
Step 1 Lead in
1. Greetings : Good afternoon ,boys and girls. Do you know what we will learn in
This period? Yes, it’s about something to eat and a festival.
★★★设计意图：通过学生 PPT 下方播放的图片让学生集中注意力，探求本节课的任务。
2.Show the teaching aims.
(1). Grasp the important expressions
(2). Describe a process and follow instructions
(3). Value the food and be a thankful person
★★★设计意图：明确目标，有的放矢。
Step2 warm up
1. Enjoy an English song, While listening, pay attention to what drink and food there
is in this song
★★★设计意图：，让学生带着任务听一支英语歌曲，既起到调节气氛的作用，又为下一活动奠
定基础。
2. Cook competition –prepare ingredients。When the words appear, please tell me which
is sandwich ingredient as quickly as possible.
★★★设计意图：头脑风暴，挑选与本节课三明治制作有关的单词，让学生让学生学生集中注意
力。
3. Cook competition –choose ingredients
The ingredients are ready, what do you and your partner want in your sandwich? Ask and
answer in pairs. Then tell us. You can use these sentences.
★★★设计意图：这一环节，我将 1a 与 1b 整合到一起，让学生写出自己的喜好，并且询问搭档
的喜好。通过操练对话的方式，不但练习了本节课的基本词汇，让学生初步感知制作三明治材料
的表达，并通过合作学习的方式掌握目标语言。
4. Cook competition –Listen for the secrets
OK, we have chosen our ingredients. Do you want to know how to make sandwiches? Let’s
listen to the tape to find it out. If you are good at English, you do 1d.If you are a
little weak in English, you can do 1c.
★★★设计意图：这一环节，我将 1c 与 1d 整合到一起, 实行差异教学。创设听力情境，由易到
难并对听力提出适当的问题，供学生思考、理解，练习学生的听力、理解力。同一个听力内容，
基础生听相对简单的 1c 从图中圈词；让感觉自己学的优秀听 1d，但可以参考图中单词。实际听
力很简单，很多同学对于 1d 都没有问题，所以可以树立很多同学对于学英语的信心。
5. Cook competition –Show yourselves
Tell your partner how to make your favorite sandwich while doing it. Pay attention to
the words ,first, next, then and finally.After awhile, I’ll ask someone to come to the
front with your partner.
★★★设计意图: 我在此环节增加了动手制作过程，真正实现在学中用，在用中学。通过小组合
作的方式来练习对话、学习目标语言，培养学生的合作意识、自主探究的能力让每个学生都得到
更好的锻炼。在制作过程中学生体会到从选材到制作的不容易，教育学生珍惜实物。
6. Tradition
My daughter likes sandwiches very much. But I think there are all kinds of delicious
food .What traditional Chinese food do you know? When do you eat it? Say it in a sentence.
In foreign countries, people also eat traditional food on special holidays
★★★设计意图：由三明治自然引入中国的传统美食， 春节的饺子、端午的粽子、中秋的月饼，
再进一步引出不同的国家有不同的节日食品。层层递进，引导学生进入本课的中心话题，传统饮
食。
Step 3 While-reading
1. Skimming
There is a passage about a festival and the traditional food .Read it and finish the
mind map. Pay attention to the reading strategy one.
★★★设计意图：思维导图的结构让学生对整篇文章的布局安排了然于胸。老师先出示两个与阅
读内容相关的概括性的问题，让学生通过相应的阅读策略带着问题快速阅读短文。。激发了学生
的阅读兴趣，让学生通过有目的地对阅读材料的浏览，既初步了解了材料的内容，又培养的学生
快速搜集，处理信息的能力。
2. Scanning
But how to make turkey？ Read the article again and number the pictures. Pay attention
to the order words ,first, next, then and finally and the verbs .Yo u can use Reading
Strategy Two.
★★★通过让学生带着跳读任务进行阅读，培养学生在文章中抓住关键词的能力。阅读技巧进行
了拓展深化，得到熟练巩固。
3. Careful reading
Read the passage carefully. let’s find some details about Thanksgiving.
★★★设计意图：通过思维导图五个 when, where, how, why, what 的问题对文章的布局一目了
然，而且对文章的细节有了整体的把握，为下一课时的写作奠定了基础。从而实现了“在用中学，
在学中用”的学习语言的目标。
Step 4. Post-reading
1.A great cook
The Thanksgiving dinner is coming, but the turkey isn’t ready, who can help me cook
it? Let’s see who is a great cook.
★★★设计意图：设置情景，让学生借助图示和基本短语结构提示复述火鸡的做法。加深学生对
文章的理解，帮住阅读有困难的学生树立信心。
2. Watch a video about Thanksgiving
We have known a lot about Thanksgiving. Do you want to know more? Let’s watch a video
★★★设计意图：开阔学生视野，出示感恩节的视频，让学生了解这个节日的由来以及节日食品。
中西文化传统是世界珍贵的文化遗产，希望我们互相尊重、继承和发扬。
3.Talk show
In the world, there are many people we want to thank, Let’s make a survey ,Who do you
want to thank? What do you thank him/her for？How do you want to thank him/her?
★★★设计意图：三个问题是针对学生实际提出的与课文相关的话题，练习基本句型，并感恩于
别人。
Step5. Extension
1.Sweet memories
In your survey ,who do you want to thank most? Yes, parents.
1.When we were very young,
2THey spent a long time teaching us put on our clothes and tie our shoelaces.
3.They taught us to wash our faces and comb our hair.
4.They gave us a lot of knowledge.
5.Do you still remember the first song you learned to sing?
6.But they are getting older as we are growing up
7.So let's accompany them to become old
8.just like before, they grew up with us.
Let's say together, “Father and mother ,I love you. Father and mother , thank you. ”
Besides parents, who else do you want to thank?
Thank our teachers for giving us knowledge.
Thank my friends for help us in times of difficulty.
Thank our motherland for giving a peaceful life.
Thank everything in the world!
But how should we thank them?
Yes, by working hard and being a thankful person.
★★★设计意图：“感恩从心开始，让爱温暖彼此”。00 后学生普遍是独生子女，他们养成了唯
我独尊、自私冷漠的心理趋势，渐渐远离了感动、忘却了感恩，通过这几张小片回忆和父母一起
走过的日日夜夜，触动他们的心灵。生命的整体是相互依存的，每一样事物都依赖其他事物而存
在：无论是父母的养育，师长的教诲，还是朋友的关爱，大自然的慷慨赐予……我们无时无刻不
沉浸在恩惠的海洋中！而怎么感恩，又回归到学生的责任和本节课的主题，那就是好好学习，做
一个总是心怀感恩的人。
2.Share a poem.
I fall ,I rise.
I make mistakes.
I’m human.
I’m not perfect,
But I am thankful.
★★★设计意图：看似一首小诗，实是一个人的内心独白，是一片肺腑之言，是一份铭心之谢……
所以感恩应该年年、月月、时时、刻刻。
Step6 Summary
What have we learned in this class? Who can have a summary?
★★★设计意图：小结是对本节课知识体系的整体回顾，让学生总结，可以再次加深印象。金字
塔结构显现了作为一个心怀感恩的人的重要性。
Step7.Homework
1. Make a dish for your parents and write the steps of the dish
2. Surf the Internet for more festivals and how to make the traditional food.
★★★设计意图：为父母做一道菜，深化本节课的感恩主题。记录下这道菜的做法则复习了本节
课的语言目标，也体现在学中用，在用中学的教学思路与方法。上网搜集更多信息，可以进一步
拓宽学生的眼界，体会世界文化的博大精深，体现了我们英语教学的人文性。
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