Lesson Plan Interpretation

For Unit 7 How do you make a banana smoothie?

Period 2

Good morning, ladies and gentlemen. I'm glad to interpreter my lesson here today. The lesson plan I'm going to talk about is from Book II Unit 7 How do you make a banana smoothie?—the second period. I'd like to explain my teaching method and the reasons from the following five aspects:

I. Understanding of the teaching material

II. Teaching method

III. Learning strategies

IV. Teaching procedures

V. Blackboard work

I. Understanding of the teaching material

1. Status and function of this period in the teaching material:



This period is the second one of Unit 7, with its focus on learning how to inquire and describe the procedure of making a kind of food. We can see from the picture in the book that Maria and Katie are making a fruit salad. Through Maria and Katie’s description, we want the students to learn some countable and uncountable nouns, and the syntactic structures of using “how many” to modify countable nouns and “how much” to modify uncountable nouns. It will helps the students a lot to master those language points by this period.



2. Teaching goals:

(1) Knowledge goal: enable the students to master new words, phrases and syntactic structures, to distinguish countable nouns and uncountable nouns, and to use the syntactic structures of “how many” and “how much”.

(2) Ability goal: enable the students to do free and fluent conversational practice using the knowledge they have learnt, and continue to cultivate their basic skills of listening, speaking, reading and writing, and improve their English communication ability.

(3) Teaching important points and difficult points:

Important points: enable the students to describe the procedure of making a kind of food in English.

Difficult points: how to distinguish countable nouns and uncountable nouns;

the usage of the syntactic structures of “how many” and “how much”.

II. Teaching method:

The content of this period is not so much. Besides, I have asked the students to review the new words and the procedure of making a banana smoothie of last period, and meanwhile preview the content of this period to obtain a further understanding of it by drawing pictures and graphs. Thus, the teaching procedures can be more easily carried out.

During the course of teaching, I adopt the heuristic method of teaching. For example, when teaching countable and uncountable nouns, I give them some nouns and ask them to point out which are countable and which are uncountable. When teaching the syntactic structures of “how many” and “how much”, because the students can all say sentences like “How many bananas do we need?” and “How much money do we need?”, so I can help them to summarize the points that “how many” is used to modify countable nouns, while “how much” is used to modify uncountable nouns. Because of the preparation they have made before class and their desire to project themselves, they usually can do well. And at this time, the teacher should show her praise and encouragement at once, and then the students will feel happy, which will make them like to learn and be able to learn well. Then, help them to summarize the language points that they fail to notice. In this way can they be more deeply impressed.

Encourage the students to use their brains to make new word flash cards, draw pictures and graphs and prepare the food to make the fruit salad before class. This will not only help the students to prepare for the new period, but also redound to teaching. Meanwhile, let the students to describe the procedure of making the banana smoothie and the fruit salad according to the pictures they have drawn, and to make a real fruit salad themselves. In this way, this period is carried on in an easy, happy and active atmosphere, in which the students have learnt how to describe the procedure of making a kind of food and improved their English communication ability without knowing it. Thus, the prospective teaching goals have been reached.

III. Learning strategies:

Guided by the idea to “strengthen the psychological ability, and lighten the psychological burden of the students”, begin with the desire to cultivate a good relation between the teacher and students, inspire their interest to learn, and lead them to actively explore, discover and solve the problems by themselves. Students are centered as the principal part in the teaching procedure with the leading of the teacher. In the procedure of the teaching practice, learning guides of the following aspects should be paid attention to: guiding the students to do preparation and revision, to attend the lecture and take notes, and to summarize and do exercises. All these will facilitate the students to know how to learn.

IV. Teaching procedures:

Teaching procedures Teaching designs Purposes for the designs

1. Preparation

for the period

and oral

English exercises ①Music lead-in

②Duty report: a daily

expression in

common use

③Dialogues in pairs

Begin the class in music will offer the students a light and easy atmosphere;

The duty report enables them to do oral exercises and learn one more expression each day;

Dialogues in pairs enable them to communicate in English bravely and fluently, which will activate the class atmosphere and promote their interest to learn.

2. Revision ①Word revision

②Text revision

When doing the word revision, show the students flash cards of the words, let the whole class read them, and then ask individuals to answer questions, so as to better grasp the words;

Review the text “How do you make a banana smoothie?” in the whole class, and then ask the students to present the procedure of making a banana smoothie before the class according the pictures they have drawn. This will serve as a better lead-in to the new period.

3. Lead-in to

the new period ①Look at 2A,

listen to the tape,

and fill in the form

②Look at 2B, listen

to the tape again, and

fill in another form

③The whole class reading, individual

reading, and pair discussion

④Presentation in the front Lead the students to look at 2A and its pictures and find out countable and uncountable nouns; then listen to the tape and fill the countable and uncountable nouns separately in the form about “how many” and “how much”;

Ask them to look at 2B, and listen to the tape once more; then fill the materials needed for the making the fruit salad in another form;

Let the whole class first and then individually read the dialogue; then discuss in pairs how to make a fruit salad;

Ask several groups of students to present their dialogues before the class, and then ask a group to present the procedure of making a real fruit salad, and let the whole class to taste it.

These activities will help to cultivate the students’ ability to analyze, practice, and innovate, and meanwhile strengthen the cooperation among themselves.

4. Exercises Do related exercises The exercises will help the students to consolidate the knowledge they have learnt.

5. Brief summary Summarize the important points and difficult points of this period We have mainly learnt the procedure of making a fruit salad, the usage of countable and uncountable nouns and “how many” and “how much”.

6. Homework ①Review the important points of this period

②Exercise book: PP27,28

③Write an essay about the procedure of making one of their favorite food. Review the important points and do exercises in order to deepen their impression;

Writing an essay about the procedure of making one of their favorite food is intended firstly to cultivate the students’ research ability after class, secondly to bring up their good habit of loving to do housework. This activity will promote the communication and inter-understanding between the students and their parents, and extend the activity of learning from inside the class to outside the class.

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