八年级新目标上Unit 7 How do you make a banana milk shake教案

Unit 7 How do you make a banana milk shake? I．Teaching objectives 单元教学目标II. Teaching materials analyzing and rearranging 教材分析和教材重组1. 教材分析本单元的中心话题是Cooking at home，主要围绕How do you make a banana milk shake?这一主题展开各种教学活动。

并以这一主题引出可数名词和不可数名词，how many/how much 问句及祈使句等语言功能。

本单元旨在让学生学会描述制作某个东西的过程和步骤，进而分析中西方在饮食文化方面的不同，通过听、说、读、写来培养学生综合运用这些知识的能力。

最终让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，能准确地用英语来表达。

Section A 1a介绍本单元的重点词汇：一些用以描述香蕉饮料的制作过程的动词，并让学生根据图片选择正确的动词完成图中句子，由此引入本单元的主题；1b让学生听一段对话录音，根据听到的顺序给句子排序，帮助学生从听力材料中了解、获取目标语言；1c是一个口头会话练习（结对子活动），指导学生如何用目标语言进行对话（描述香蕉饮料的制作过程）；2a和2b是两个听力活动，通过听力训练帮助学生进一步了解目标语言的用法，落实听与写的技能目标；2c 是结对子口语会话活动，从描述如何制作香蕉饮料扩展到如何制作水果色拉，以巩固目标语言，是对学生的一种语言输出练习；3a要求学生阅读对话，并用所给的词完成对话，掌握几个表顺序的副词的用法；3b要求学生根据3a中的对话示范，看图向同伴描述爆米花的制作过程，帮助学生进一步用目标语言进行口头表达；4 是一个写食谱、拼食谱的游戏活动，给学生提供了一个学以致用的机会，是学生运用目标语言进行听、说、读、写的综合训练。

Section B 1a让学生写出自己喜欢的三明治配料并与其他学生比较，学习一些表食品的词汇，为后面的课堂活动作铺垫；1b是在1a基础上的口头训练，仿照对话与同伴谈论喜欢的三明治配料；2a和2b是两个听力练习，其中2b也有写的训练；2c又是一个结对子口头会话练习，要求学生描述自己最喜欢的三明治的制作过程，是对目标语言的巩固与扩展；3a、3b和3c为读、写训练，通过一系列活动了解中西方饮食文化的差异，其中3a是一篇关于Recipe的阅读材料，要求学生根据材料内容写出“Super Chicken Sandwich”的配料并进行分类完成表格,是一项巩固词汇的读写训练；3b是在3a的基础上的读与写的训练，完成A recipe for Sandwich的阅读语言材料；3c用目标语言进行写作的训练，落实与巩固写的技能；4是一项口语训练活动，体现了英语语言“在做中学，在学中用”的特点，本单元的综合语言知识能力的运用在此体现出来。

Self check 1 检验学生对几个重要动词和动词短语的掌握情况，形式为填空和造句；2 要求学生根据所给图片和提示语写一段吃北京烤鸭的步骤和过程，是对学生语言应用能力的综合检验。

2. 教材重组和课时分配Period 1（Section A: 2a, 2b, Section B: 1a,1b）Function, Listening and SpeakingPeriod 2（Section A: 1a, 1b, 1c, 2c, 3a, 3b, 4）Function and Integrating skillsPeriod 3（Section B: 2a, 2b, 2c, 3a, 3b, 3c）Integrating skills and CulturePeriod 4（Self check and some exercises）Grammar and PracticeIII. Teaching plans for each period分课时教案Period 1 Function, Listening and SpeakingTarget language 目标语言1. Words and phrases生词和短语shake, watermelon, yogurt, teaspoon, blender, salt, popcorn, popper, sandwich, butter, relish, sauce, turkey, slice, green onion, duck, pancake, ingredient, instruction, amount 2. Key sentences重点句子How many bananas do we need?How much milk do we need?Ability goals 能力目标Get students to know the names of food and drink, the plural forms of countable nouns, and uncountable nouns.Learning ability goals 学能目标Help students learn how to eat healthy.Teaching important and difficult points 教学重难点The use of countable nouns and uncountable nouns.Teaching aids 教具准备CAI or lantern slides, pictures, tape recording.Teaching procedures and ways 教学过程与方式Step I Warming upT: Good morning, boys and girls! Do you like English songs? Let’s relax ourselves and enjoy an English song: “One hamburger, two hamburgers ...”T: What’s the song about?Ss: Food and drink.T: Yeah, great! In this unit we’ll talk about how to make delicious food and drink. (Write “How to make things”on the blackboard.) Today we will learn the names of food and drink first.Step II Guessing game and PresentationT: Now please tell me what kind of food/drink/fruit you like.S1: I like noodle.S2: I like bananas.S3: ...In this way, help students to review the words about food they have learned. Then teach the following new words by using pictures or slides.Sample pictures:Step III Make chantsT: I have a good way to remember the words well. Now look at the slide and chant after me.Show the following on the slide.T: OK. Now make your own chants by changing the words underlined with the new words that we have learned.Students make chants with each other, then ask individual students to present their chants to the class and see who does it best.Then choose the best chant maker and the best chanter.Step IV Countable nouns and uncountable nounsShow the following words on the screen.1.Put the words into the correct placesT: Now please look at the words carefully. Then tell us which words can be counted and which words can not be counted. Put them in the right places in groups of four. After that have the students make a conclusion on the rules of plural forms of countable nouns and uncountable nouns. Finally sum up about the rules that: Countable items are things you can count like one apple, two apples, three bananas; Uncountable items are things you can’t count like milk or yogurt. So you should say some milk/yogurt or two cups of milk/yogurt.2. PairworkAsk a student to act as partner, and present the following dialogue as a model. Then let students make more similar dialogues with the words above.Model:T: How many bananas do we need?S: Three bananas.T: How much relish do we need?S: Two teaspoons.Step V Listening (Section A: 2a, 2b)In this step students will do some listening, speaking and writing practice using the target language.T: Maria and Katie are making a fruit salad. Listen carefully to what they’re talking about.Play the recording for the first time. Students only listen.T: They mentioned some names of foods, right? We call them ingredients. Look at the chart in 2a on page 42. (Call attention to the headings “How much” and “How many”) Write the ingredients you can count under the heading “how many” and write those you can’t count under the heading “how much”.Play the recording again, students listen and write the names of the ingredients in the correct column.Check the answers.Then point at the chart in 2b and ask a student to read the amounts in the first column. Point out the measuring cup and teaspoon in the picture above.T: Listen to the recording again. This time listen to the amount of each ingredient the girls talk about. Write the name of each ingredient after the amount in the chart.Play the recording again. Students write words in the correct places in the Ingredient column.Then check the answers.T: Now look at the sample conversation in the picture. Which pair would like to read the conversation for us?Ask two students to read it to the class. Enable them to read in proper tone and intonation.Then let students make similar dialogues with the ingredients and the amounts in the chart in pairs.Finally, have some pairs present their dialogues.Step VI My favorite (Section B: 1a, 1b)Show the followings on slide.T: Now discuss in groups of four. Take turns to ask your partners what he or she likes in sandwiches/popcorn/smoothie/ ... Each group can choose one food and talk about it, then report to the class.Finally make a comment and choose:※the best reporter※the best salad※the best smoothie※the best sandwichStep VII Summary and HomeworkT: Today we have learned some names of food, what ingredients we need to make things and how many/how much of them we need. Most of you talked about your favorite food as well. But I don’t think you can eat everything that you like. We should have healthy eating habit.Homework:Your class is having a party. You want to make some fruit salad and sandwiches. So your classmates and you are shopping. Yon are talking about what you need and the amount.Please make a shopping list.Period 2 Function andIntegrating skillsTarget language 目标语言1. Words and phrases生词和短语peel, cut, pour, cut up, turn on, pour ... into, boil, add, add ... up, mix ... up, finally 2. Key sentences重点句子(1) How do you make a banana milk shake?First, peel the bananas and cut them up.Then put the milk into the blender...First ... next ... then ... finally...(2) How do you make fruit salad?(3) How do you make popcorn?Ability goals 能力目标Learn the adverbs of procedure: first, next, after that, then, finally etc.Talk about making food.Learning ability goals 学能目标Help the students learn how to describe a process with the target language. Teaching important and difficult points 教学重难点Describe the process of making something.Teaching aids 教具准备CAI or lantern slides, stick figures, tape recording.Teaching procedures and ways 教学过程与方式Step I Verbs and instructions (Section A: 1a, 1b)Talk about the picture on page 41.T: Look at the picture carefully. What can you see? What are the boys doing? First have some individuals answer the question.Clue: The picture shows some actions.Then help students to learn the meanings of the following verbs and verb phrases: peel, cut, pour, cut up, turn on, pour ... into, boil, add, add ... up, mix ... upThen let students do activity 1a.Check the answers and let them remember the actions:A. Drink the milk shakeB. Pour the milk into the blenderC. Peel the bananasD. Cut up the bananasE. Turn on the blenderF. Put the bananas and ice cream in the blenderT: From the picture, can you guess what they are doing?Ss: They’re making a banana milk shake.T: Yeah, you are clever. They are making smoothie.Then deal with the listening activity 1b. This activity gives students practice in understanding the target language in spoken conversation, especially students’ ability of solving and analyzing information.T: Now let’s do some listening. It’s about some instructions of making a banana milk shake. First read the list of actions in activity 1b before listening.Ss: (Read)T: Do you know how to make banana milk shake? Can you put these instructions in correct order? ... Now listen to the conversation, number the instructions in the correct order.Play the recording. Students listen and number the instructions.Play the tape again. Students listen and check the answers.Step II Pairwork (Section A: 1c)T: Do you know how to make a banana milk shake now?Ss: Yes.Present the conversation with an individual as a model.T: How do you make a banana milk shake, Xiao Li?L: Peel the bananas, cut up the bananas, and put the bananas and ice cream into the blender...Then let students practice the conversation in pairs without looking at the instructions.Step III Writing (Section A: 3a)This activity provides reading and writing practice using the target language.T: Now let’s move on to 3a on page 43. First look at the picture carefully and answer my question: What are the girl and the woman doing?Ss: They are making fruit salad.T: What ingredients can you see in the picture?Ss: Apples, bananas, watermelon, honey and yogurt.T: In the box, there are four words. Now read together. (...) We can use these words to describe a process. They tell the order of instructions. Which word always comes first?Ss: First.Ask students to put number 1 next to the word “first”. Then ask them to number the other three words to show the order they appear in a process.Clue: first →next →then →finallyT: Now please write these words in the blanks.Check the answers.Ask a pair to read the conversation to the class.Step IV Consolidation (Section A: 3b)This activity provides guided oral practice using the target language.T: Next we will make another kind of food. Kids in America like that very much. I think you like it, too.Show a picture of popcorn.T: Look at my picture please. Do you like it? (...) I like it, too. It tastes delicious. Now let’s go over some new words about the delicious food first.Show the following on the screen and let students repeat.T: Now look at the pictures in activity 3b on page 43. Can you tell me what is happening in Picture 1?S: One of the boys puts the popcorn into the popper.T: How about Picture 2? What do they do?S: They turn on the popper.Deal with Pictures 3, 4, 5 in the same way.T: Now you can work with a partner. Tell your partner how to make popcorn.Then ask one or two students to tell the class how to make popcorn.Sample process of making popcorn:First, put the popcorn into the popper.Next, turn on the popper.Then, pour the popcorn into the bowl.After that, put some salt on the popcorn.Finally, enjoy it!Step V Game (Section A: 4)This activity provides listening, speaking, reading, and writing practice using the target language.T: Now let’s play a game. Get into group of four or six.Help students form teams and read the instructions to the class.T: Now listen to me carefully and clearly. First decide on a dish or food your group members all like. Then work out a recipe for it and write it down. Use the words first,next, then, and finally in your recipe.As the groups work on their recipes, move around the room checking their work. Help with names and amounts of ingredients as well as names of kitchen items. Also help students keep the vocabulary as simple as possible, using words that the class already know.Remind them to write each instruction on a separate line.T: Now cut your recipe up. And exchange it with another group. Then put the recipe you get in order. Are you clear?A few minutes later, ask the groups to check each other’s work. In the end, ask some groups to read their recipes to the class. V ote for the most creative food.Step VI Summary and HomeworkT: This class we have learned how to make a banana milk shake, how to make fruit salad and how to make popcorn. We also learned how to describe a process by using “first, next, then and finally”. I hope you can make these foods at home by yourselves. It will be fun.Homework:Search for information about the eating habits and culture in western countries.Period 3 Integrating skills andCultureTarget language 目标语言1. Words and phrases生词和短语butter, turkey, slice, relish, lettuce, onion, sandwich, add, add ... up, mix ... up, finally 2. Key sentences重点句子How do you make a sandwich?First, put some relish on a slice of bread.Then cut up some tomatoes...Finally,...Ability goals 能力目标Learn to write the process of making something.Learning ability goals 学能目标Help students learn how to describe the steps of making something in English correctly.Teaching important and difficult points 教学重难点How to write a recipe.Teaching aids 教具准备CAI, tape recording.Teaching procedures and ways 教学过程与方式Step I Revision and PresentationT: Last class we learned how to make smoothie, fruit salad and popcorn. Do you remember the instructions of making them?Ask students to bring materials for making milk shake, salad or sandwich. Then have the students talk about their favorite food.Finally, three individuals describe the steps of making smoothie, fruit salad and popcorn.Show the steps of making popcorn on the slide and have students read together.How to make popcorn:First, put the popcorn into the popper.Next, turn on the popper.Then, pour the popcorn into the bowl.After that, put salt on the popcorn.Finally, eat the popcorn!T: Well done! This class we will make another different food. It is more delicious and tasty, but more difficult to do. Now let’s learn some new words we will use to make a more delicious sandwich. Please look at the screen and read after me.Show on the screen:Words and meanings:butter, turkey, slice, relish, lettuce, onion, sandwich，add, add ... up, recipe, mustard add: put something on (doing action to show)recipe: ways to cook food, with this we could cook food as easily as a real chef mustard: something we put into salad or food to make more flavorStep II Listening (Section B: 2a, 2b)Show a picture of a sandwich.T: Do you like it? What ingredients do we need to make it?Ss: ...T: Now let’s look at activity 1a on page 44.Point to the food in activity 1a and read the words to the class.T: You will hear some of these words on the tape. Now listen and circle the words that you hear.Play the tape twice. Then check the answers.Call attention to the chart in activity 2b.T: Listen again carefully and write down the ingredients in the order you hear them. Play the tape twice and then check the answers.Step III Pairwork (Section B: 2c)T: Have you got some ideas about how to make a turkey sandwich after listening? Ss: ...T: Well, I will tell you more about it. First please take out a piece of paper. Then write down the things you use to make your favorite sandwiches. And don’t forget the amount. Clear?Then students write down the ingredients and amount they need for their favorite sandwich.T: OK. Now work in pairs. Use your list of ingredients and amounts to tell your partner how to make your favorite sandwich. Remember to use the words “First, Next, Then, and Finally.”Point out the sample conversation on page 44 and have the students read it together.Then students make their own conversations.Ask some pairs to present their conversations to the class in front.Step IV Reading (Section B: 3a)T: Now let’s read a recipe of making a super chicken sandwich.Point to the recipe and the chart below it.T: We know onion is a kind of vegetable. What about tomato?S: It’s a kind of vegetable, too.T: Is chicken slice vegetable or meat?S: Meat.Point to the words “Vegetables”, “Meat”, and “Others” in the chart. Ask students to give some examples for each type of food.T: You are very clever. Now read the recipe and write the ingredients under “Vegetables”, “Meat”, and “others” in the chart below.Then check the answers.Then call attention to the ingredients list. Let students underline the names of ingredients and circle the amounts. This will help them to review uncountable nouns and countable nouns.bread →two slicesbutter →1 teaspoononion →1tomato →1chicken →3 slicesrelish →2 teaspoonsStep V Writing (Section B: 3b, 3c)1. Read the recipe and fill in the blanks with the words from the box.T: There is another sandwich recipe. It’s for a great turkey sandwich. Read the recipe and fill in the blanks with the words from the box on the left.Point out the words in the box and ask a student to read the words to the class.Check the answers.2. PairworkRead the instructions to the class. Then ask:T: What should we do before we make some food?Ss: Write out the ingredients.T: Very good! Now write down the ingredients you need to make your favorite food, and then write your recipes. You can use the recipe in activity 3b as an example. After students have finished, ask them to read their recipes to their partners and check each other.Finally, ask some students to read their recipes to the class.Step VI Eating cultureIn this step, students will learn something about the eating culture in the west.Show the followings on slide.Differences between the western and Chinese eating culture1. Cooking waysIn China:Pay attention to color, smell, taste; Cook with cooking pot, has much smoke; Different ways of cooking: stew, braise, fry, instant boil, smoke; deep fry, simmer;In western countries:Pay attention to nutrition; Cook with oven, doesn’t have too much smoke;Simple cooking ways: roast, bake, toast, boil;2. Eating habitsIn China:1) Eat with chopsticks.2) Take vegetables from the same plate with own chopsticks.In western countries:1) Eat with forks and knives.2) Take food from own plate.3. Eating mannersIn China:1) People can talk loudly when they are eating.2) People throw up the draffy after eating.3) A guest in a Chinese house never finish the food, he leaves a little to show that he has had enough.In western countries:1) People speak softly when they are eating.2) People never throw up the draffy.3) In England, a guest always finishes a drink to show that he has enjoyed it.4. Order of servingsIn China:1) cold dishes and drinks2) main courses—fish; crabs; shrimps; pork; chicken; vegetables3) fruitsIn western:1) starters—soup/cocktail2) main courses—chicken; steak; lamb; fish; pork; hamburgers;3) drinks—mineral water; coffee; juice;Show some pictures of western food on the slide, let students know some dishes abroad.Step VII HomeworkSuppose one of your foreign friends is visiting China. He asks you for some recipes oftypical Chinese food such as dumpling, Yangzhou fried rice, noodles, Zongzi and so on. Please choose one and write a recipe for him.Period 4 Grammar and ExercisesTarget language 目标语言1. Words and phrases生词和短语Review all the words and phrases in this unit.2. Key sentences重点句子How much yogurt do we need?How many tomatoes do we need?How do you make a sandwich?First, put some relish on a slice of bread.Next, cut up some tomatoes...Then...Finally...Ability goals 能力目标Review the vocabulary and target language and put them into use.Learning ability goals 学能目标Help students to review what they have learned in this unit through self check. Teaching important and difficult points 教学重难点How to make sentences with some key words in this unit.Describe the process of making something fluently.Teaching aids 教具准备CAI, lantern slides.Teaching procedures and ways 教学过程与方式Step I Memory challenge1. Use the pictures in Period 1 to review all the words of nouns in this unit. (CAI呈现）2. Show the exercise on the slide:A Countable Nouns C Uncountable NounsBStep II Self check1. Activity 1 (This activity focuses on some verbs and verb phrases introduced in this unit.)T: Look at activity 1 on page 46. Here are five blanks. Fill in the blank with the words given.Students work alone to fill in the blanks. When they’ve finished, ask some students to read their completed sentences. Correct any mistakes they may have. Then let students make their own sentences with the words given.2. Activity 2 (This activity provides writing practice using the target language of the unit.)Read the instructions to the class. Ask students to write instructions based on the pictures.Sample instructions:First, check you have all the ingredients. You need sauce, green onion and slices of duck. Next, put slices of duck, sauce, green onion into the pancake.Then, roll the pancake.Finally, eat it!Step III Exercises1.Fill in the blanks with the words in the box.Thank you for ______Anna’s Cookery show. Today let’s make a pizza.________, mix 2 cups of flour, 2 spoons of butter and 1 cup of milk up to make a curst. ________, put tomato _______ on the curst._________, put green pepper, sausage and _______ on top of it. _____ that, some cheese on them. _________, bake the pizza in a hot oven for 20 ________.2. Complete the conversation according to the passage above.A: Can you tell me how to make a pizza?B: Sure.A: _______ can I make a crust?B: You need some _________, _________ and some milk.A: _______ milk shall I pour into it?B: _______ is enough.A: Can I ________ them up all like this?B: Yes. You do a good job. Now pour some _________on the crust. And then put the small pieces of _________, ________, _________, and _________ on top of it.A: ________, ________do I bake them in the oven?B: 20 minutes. But don’t forget to add cheese on it__________ you bake it.3. Exploring worldThis is a broken recipe for duck stew. Could you number them from 1 to 8?( ) salt in it when it boils the second time.( ) add four large bowls of water to cook it.( ) milk. Then put some tomato sauce and a little( ) First cut three potatoes into thin slices and put them( ) into the saucepan with a little duck.( ) Finally cook for 40 minutes.( ) After it boils, pour a cup of( ) NextKey: 7-4-6-1-2-8-5-3Step IV HomeworkCollect the recipes you have learned in this unit and make a recipe booklet. Show it to your mother and help her cooking your favorite food.Teaching resources教学资源库I. 背景知识饮食文化是人类饮食方面的思想，意识和观念。