宁华

Ⅰ. Analysis of the teaching material

1. The background analysis of instructional design

（1） The analysis of the necessity：

Students can simply talk about their favorite food. And banana milk shake is

considered as a good dessert suitable for drinking. People love it very much. This has laid a certain foundation for the completion of the teaching objects of this course.

（2） Analysis of the learning contents

Unit 8 How do you make a banana milk shake？ Section A（1a-2d） is the first lesson of this unit. The class takes making banana milk shake as the topic. And mainly talks about some common methods of making family diet. Through a variety of classroom activities， students learn to master the production methods， and distinguish and apply some actions in the language context. Master the expressions of these verbs ： turn on， cut up， pour…into， peel， put… in， drink and add. Students master the ways of asking questions in spoken English. Students also master some new nouns： shake， milk shake， blender， yogurt， ingredient， spoon， watermelon a cup of， honey， salt and pot. They can ask and answer questions with How many…？ How much…？ They can tell which are countable nouns and which are uncountable nouns. They can know the use of the adverbs： First， …. Next， …. Then， …. Finally， ….

（3） Analysis of the students：

Students will like the lesson because milk shake is a popular drink and they like to drink milk shake. It is a pleasure for students to learn to make milk shake by hand.

Ⅱ. Teaching aims

1. Knowledge object：Students can describe how to make a banana milk shake and can tell the ingredients in the fruit salad and understand how to make Russian Soup. They can tell the countable nouns and the uncountable nouns. They can make up sentences by using How many…？ How much…？ They can use First， … Next，… Then， … Finally， … correctly.

Process and methods：Try to know the steps by practicing making the fruit milk shake. Show the students some pictures to learn some important words.

3. Moral objects：Love our life， love our parents. Our parents work hard every day. They give us whatever they have. Now its time for us to do sth. for them.

4. Teaching key points and difficult points

（1） Teaching key points： New words： blender， watermelon， spoon， add， yogurt honey salt and pot.

Expressions： First， Peel three（the） banana（s）. Second， cut up the bananas. Next， put the bananas and ice-cream in the blender. Then， pour the milk into the blender. Finally， turn on the blender. How do you make a banana milk shake？ How many…？ How much…？ First， … . Next，… . Then， … .Finally， … correctly.

（2） Teaching difficult points：Ss can make and tell how to make a banana milk shake.

5. Teaching aids： a blender， a banana， some pieces of stickers， a knife， a small box， yogurt and a slide

Ⅲ. Teaching strategy

1. Objects teaching strategy

Students can learn new words and remember them deeply through physical objects. Through the practical operation in class， students can know the basic method of making banana milk shake and express it properly in English. And it also embodies the students practical ability and enhance students interest in learning English.

2. Strategy of combining education with practice

Communicative principles always run through the teaching process， realizing

communicative teaching process and strengthening communicative practice.

Combined with the psychological age and cognitive characteristics of the eighth

grade students， the drills are interesting through hands-on operation， imitation and

other forms. The drills can stimulate all students sense of participation and give

full play to students dominant position. Ss will scramble to try， practice and

perform， which greatly helps them build up their confidence in learning English

well and create opportunities for them to experience the happiness of success.

3. Group learning strategy

Divide the whole class into several groups. Through group exercises， review the steps of making banana milk shake. One student should write down the steps on a piece of paper. Each group put up the paper according to the set position. They will choose the best one they think. I give this activity a good name： Blackboard Walk. Through this experience， students interest in learning has been greatly enhanced. Through the practice of language， we can apply what we have learned.

Ⅳ. Teaching procedures：

Step One： Review the old fruit words 1′

Show the students a picture full of all kinds of fruits. Ask： Which fruit do you

know？ Tell me as many as you know.

Step Two： Present the new words 1′

Show the students all the new word in this lesson. Ask： Do you know these things？ Oh， you dont know. Now let me show you. Show the pictures to the students and learn the new words. Show all the new words to the students and read them.

Step Three： Present the steps of making a banana milk shake 4′

Use a blender， some bananas， some yogurt， some water and a knife to make the banana milk shake. In this course， students will distinguish different verbs. Now， students read the instructions together.

Step Four： Experience 2′

Ask two students to come to the front. One student gives the instructions and the other student make the milk shake according to the instructions.

Step Five： 1a and 1b 3′

Finish off the exercises in 1a and 1b. Check the answers.

Step Six： Group Work---- Blackboard Walk 4′

Students are divided into four a group. I will give each group a piece of sticker. They will discuss the steps of making a banana milk shake or other fruit milk shake. For example， they can discuss apple milk shake， orange milk shake， grape milk shake and so on. One student write down the steps. And then they will put up their stickers on the blackboard. I will ask five students to choose the best one they think. They will read the steps to us and the students will decide which group is the best.

Step Seven： Present the second recipe in the lesson----Fruit Salad 1′

Show the students a picture of fruit salad. Say： Now， lets make fruit salad. What ingredients do we need？ Yeah， we need these ingredients. Show the students a picture full of fruits.

Step Eight： Present the target language How many …？ How much…？ 2′

Show the students another picture of fruit salad and say： I make fruit salad， too. What ingredients do I need？ First， watermelons. How many watermelons do I need？ I do not need one watermelon. I only need a piece of watermelon. Present the other fruits in the same way and practice using How many …？ or How much…？

Step Nine： Consolidation 2′

Do some exercises in order that students can know how to use How many …？ or How much…？

Step Ten： Listening practice. 2a and 2b. 3′

Play the tape. Students listen and write down the answers in 2a and 2b. Play the tape twice.

Step Eleven： Further practice （2c） 5′

Ss make similar conversations according to 2c and fill in the form.

Step Twelve： 2d 10′

1.Say： Look at this form. Were going to watch a video and finish it. Check the answers.

2. play the tape. Students listen and repeat.

3.Ask six students each to choose a piece of paper in the box. Ask them to rank the steps of making Russian Soup on the paper.

4.Role-play the conversation.

Step Thirteen： Summary 1′

Make a summary about the lesson. The students will be sure what they have learned in the lesson.

Step Fourteen： Homework 1′

Students make a video about how to make a milk shake or fruit salad. And give the milk shake or fruit salad to their parents. They give us whatever they have. They love us so much. Its time for us to do something for them. Love our parents， love our life.

Ⅴ. Assessment

1. Participatory assessment method

Design all kinds of activities and the students participate in it.

2. Encourage assessment method

In the whole teaching activity， I use words and posture to make encouraging evaluation. All kinds of vivid， appreciative or encouraging language and students applause are like stimulants， which make students feel refreshed and their learning information soar. It is also like a warm current， which makes them feel the teachers warmth. Satisfy their sense of accomplishment and make the classroom atmosphere warmer.

3、Group assessment method

In the practice of retelling milk shake making， four students work in groups to explain the steps of making milkshake. Then， one person will write down the steps they discuss on a piece of sticker and and paste it on the blackboard at the position designated by the teacher. When their group production is posted and praised by other students， every member of the group can enjoy the joy of success.

Ⅵ. Teaching reflection

The classroom teaching effect of this class is very good. Classroom practice proves that in the eighth grade English teaching， interesting teaching activities can fully arouse students learning potential. Group cooperation enhances students cooperation and team spirit.

For example， in the process of reviewing and making milkshake in the group，

students actively speak for the honor of their group. The design of this activity makes students realize that learning English is for meaningful communication in natural and real situations and flexible application in life. In addition， the infiltration of ideological education should be carried out under natural and real conditions， and should not be blind or far-fetched. The teaching of this class focuses on the topic of loving life. I naturally give students ideological education in the process of demonstrating their abilities， that is， Love our life， love our parents.

Ⅶ. Blackboard Design

Unit 8 How do you make a banana milk shake？