3.　　 能力目标: 学会使用how many 和how much 分别对可数名词和不可数名词的量提问

2.　　 Patterns: How do you make a banana smoothie?

How many bananas do we need?

How much cinnamon do we need?

1.　　 vocabulary: blender, yogurt, turn on, cut up, peel, pour, put into, ingredient, cinnamon, teaspoon, amount, watermelon.

3. Listening.

VI Teaching procedures

1 Greetings and self-introduction.

2 Presentation:

　 Show different kinds of drinks. Ask: “Can you make a banana milk shake?” Show the process of making a banana milk shake with objects.

3 Practice:

Students watch the screen and tell the process of making a banana milk shake together.

4 Task 1: Let’s have a competition!

　 Have a competition among teams. Students of each team tell the process one by one. Each student says one sentence. Then decide which team did the best.

5 Task 2: Listening　

　Talk about other kinds of milk shake and food. Present how to make fruit salad. Talk about the ingredients and the amount. Then students listen to the conversations and fill in the two charts.

6 Task 3: Do it yourself!

　 Students work in groups. Make fruit salad within five minutes. Then the group leaders make a report about their salad. While they are making, ask them some questions.

7 Summary.

8 Homework:

Ask students to make a special meal for their parents to thank them and write down how to make it.

VII Blackboard design

　 　　How do you make a banana milk shake？

Peel →　　　　 Cut up →

Put…into→　　　 Pour…into→

Turn on →　　　 Drink

He Junrong

　　　　　　　　　　　　 No.7 Middle School, Nanchong, Sichuan

2. How to use “how much” and “how many”

III Teaching approaches: task-based language teaching approach, real objects teaching approach.

IV Learning goals

1 Knowledge goals

　 Students can describe the process of making things and use Imperatives.

2 Cognitive goals

　　 Students can tell the countable nouns from the uncountable nouns. Students can use “how many”, “how much” correctly.

3 Affective goals

Students can cooperate with others and help each other in class. They can learn to thank their parents for their love and show their love to their parents.

V Teaching emphases and difficulties

1 Tell the process of making things.

2 How to use “how much” and “how many”

3 Listening　　　　　　　

V About the students

　　 The students have been learning English for more than one year. They can use simple everyday English to talk about the things around them. They are interested in learning new goal language and they enjoy taking part in different class activities. In this period, they can watch the beautiful pictures on the screen, listen to the conversations and make fruit salad by themselves, so they will have great interest in it.

VI Teaching emphases and difficulties

1. Tell the process of making things.

Vocabulary:

super, recipe, green onion, a slice of , add , lettuce , relish , top, pancake

Target language: Describe a process.

Teaching Procedures:

教学后记：

Students learn to describe a process and follow instructions by reading and writing　a recipe.

Vocabulary:

bread, slice, turkey, relish , meat, other, sandwich, tomato sauce, mustard

Target language:

How many tomatoes? How much mayonnaise?

First, next, then, finally.

Teaching Procedures:

教学后记：

Period　　 Five

Vocabulary:

　 　first, next, then, finally, mix up, cut up, put…in/ into, turn on, popcorn, popper, sauce, oven

Target language:

How do you make fruit salad ?

First cut up…. Next put …in …. Then…. Finally mix it all up .

Teaching Procedures:

　教学后记：

Period 　four