湖南省株洲市天元区八年级英语《Unit 7How do you make a banana milk shake 》单元教案 人教新目标版.doc

in this unit students also learn the language of recipes, practice reading instructions.1. teaching aims and demandsknowledge objectskey vocabulary.target language.ability objectslistening, reading, speaking, writing, sequencing, cooperating.moral objectsknowing that it is not easy to be a chef.2. teaching key pointsintroducing the key vocabulary and the target language.3. teaching difficultiestarget language.language functionsdescribe a process; follow instructions.target languagehow do you make a banana smoothie?first, peel the bananas and cut it up. then put the milk into the blender.how many bananas do we need? we need three bananas.structuresimperatives; countable/ uncountable nouns;how much/how many questions.learning strategiesguessing, sequencing.teaching timesix periodsthe first period.teaching aims and demands1. knowledge objectskey vocabulary.target language.writing practice.2. ability objectslistening skill.sequencing skill.writing skill.cooperating skill.3. moral objectsknowing that it is not easy to be a chef.there is a lot of fun in cooking.teaching key points 1. key vocabularyturn on,cut up,peel,pour,put,need;blender,smoothie,milk,ice cream,banana2. target languagehow do you make a banana milk shake?first,peel the bananas and cut it up.then put the milk into the blender.teaching methodswatching and describing methods.listening method. writing method.pair work. .teaching aidsa tape recorder.a projector.teaching proceduresstep greet the class as usual and check the homework.setup learn the following new words with the help of the pictures while showing them on the screen:blender n.美果汁机；搅和器milk n.牛奶banana n.香蕉point to the pictures and the names of all items and ask students to repeat.step section a l ashow the pictures with the blanks on the screen as shown on students book.point to the pictures with the blanks and ask the students.q: what do you see?possible answers:some fruits. people are eating. people are making something.clue: the picture shows some actions.so point to each picture and describe each action while act out:peel a banana; cut up a banana; put bananas and yogurt in a blender; pour milk into a blender; turn on the blender; drink a banana milk shake.point out the blank lines in the picture.ask students to write the names of the actions on the bland lines. give one sample answer. then ask students to fill in the blander on their own. ask a student who finishes first to write the answers on the blackboard.check the answers on the blackboard and ask students to correct their own answers.step 1blisten and put the instructions in the correct order. point to the actions in their picture and the list of actions in activity 1b.ask different students to look at the picture and tell what is happening. ask others to read the list of actions in activity 1b.play the recording for the first time.students only listen. point to the correct part of the picture in activity la when you hear that part on the recording. play the recording a second time. number the instructions. correct the answers.step 1c pairwork.point out the instructions in activity 1b. work with partner.ask one or tow students to say the list of instructions to the class without looking at the book.step pronunciation notepay attention to the use of first, next, then, and finallystep summarysome names of food, how to make a banana milk shakestep homeworkwrite a sequence of making an apple smoothie.drill the process of making a banana smoothie as in 1b.step blackboard designunit 7 how do you make a banana milk shake?key vocabulary:blender smoothie milk ice cream bananasequence of making milk shakepeel, cut up,putin the blender,pour, turn on, drinkthe second period.teaching aims and demands1. knowledge objects key vocabulary.target language. writing practice.2. ability objectslistening, writing, speaking, cooperating, counting and comparing3. moral objectdo it yourself is a way to enjoy. nothing can stop a man who can do anything.teaching key points1. key vocabulary2. target language.teaching difficultypair work.teaching methodslistening, writing, comparing, comparing.pairwork.teaching aidsa tape recorder. a projector.teaching proceduresstepgreet the class as usual and check the homework.step learn the new words with the help of the pictures while showing them on the screen:ingredient n.（烹调用的）材料；原料；成分how many 多少 how much 多少yogurt 酸奶 teaspoon n. 茶匙watermelon n.西瓜 amount n. 总额；总数；数量countable adj. 可数的；可以计算的uncountable adj.不可数的；不可以计算的noun n. 名词 instruction n. 指示；命令step 2alisten to maria and katie making a fruit salad. write the names of the yogurt under how much or how many in the chart below.play the recording for the first time. students only listen. listen again and count some of the yogurt they talk about.step 2b listen againin the chart, wtite the name of the ingredient next to the correct amount.(this activity provides listening practice using the target language.) point to the chart and ask a student to read the amounts in the first column. point out the measuring cup and a teaspoon in the picture above.point to and read to the class the headings at the top of each column. ask students to say what these words mean using their own words.listen to the recording again.write the name of each ingredient after the amount in the chart.step 2c pair workhave students work in pairs.step grammar focusreview the grammar box while shown on the screen. write the words countable and uncountable on the board. explain what these words mean.step summarywe learned how to make fruit salad. we know what is countable noun, what is uncountable noun.step homeworkreview the words those describe the amount.practice the activity of how much, how many.step blackboard designunit 7 how do you make a banana milk shake?target language:how many bananas do we need? we need three bananas.how much yogurt do we need? we need one teaspoon of yogurt.explain:countable uncountablethe third period. teaching aims and demands1. knowledge objectskey vocabulary.reading practice. writing practice. oral practice.the exercises of the workbook.2. ability objectsreading skill and writing skill. cooperating skill. communicating competence. rearranging skill.3. moral objectno pains, no gains.teaching key pointskey vocabulary: mix, mix up,popcorn, popper, sauce, crust, oven; first, then, next, finally.teaching difficultytarget language.teaching methodswatching and describing methods.rearranging/sequencing method.writing method. pair work.teaching aidspictures or photos. a projector.teaching proceduresstep greet the class as usual and check the homework.last two classes we learned making milk shake and fruit salad. this class we will do another kind of food. kids in america like that very much. you like it too.step learn the following new words with the help of the pictures while showing them on the screen, doing actions to let students know clearly and quickly if necessary:now lets learn some new words about the favorite food. point to the screen and lead the students to learn.bowl n.碗；钵 firstmix n.混合；混在一起 nextmix 混合在一起 thenpopcorn n.玉米花 finallypopper n.爆米花机 sauce n.调味汁；酱油crust n.（一片）面包皮；糕点的面制外壳oven n.烤炉；烤箱step 3awrite these words in the blanks. point out the picture and ask students what the boy and girl are doing. point to the four words at the beginning of the activity. ask students which one always comes first. ask the students to put a number next to it. then ask the students to number the other three words to show the order they come in.ask pairs students to read the conversation to the class, filling in the missing words. ask students not to write in the answers yet. if a student isnt sure what word to use, ask other students to suggest which one to use. repeat the activity. this time, ask students to write in the answers. check the answers.step 3b pair work point out the pictures. then point to the words and pictures in activity 3a and review the meaning of following words: popcorn, popcorn popper, salt, and bowl.step game (recipe game)ask students to work in teams of three or four.step exercises on workbookcircle the correct words in these sentences.1. first (peel/pour) three bananas.2. then (turn on /cut up) the bananas.3. (drink /put ) the bananas in the blender.4. (put /turn on) the blender.5. now (peel /drink) the smoothie.step summarythis class we have learned how to make a fruit salad. and we already know how to pop a popcorn with a popcorn popper. step homeworkwrite a recipe of popcorn. read the activity 2b.step blackboard designunit 7 how do you make a banana milk shake ?firstnextthengame: recipe gamethe fourth period.teaching aims and demands1. knowledge objectskey vocabulary.2. ability objectwriting and speaking skills.3. moral objectto taste good is to do it. creation is the wing of perfection. teaching key pointkey vocabulary: mayonnaise, turkey, slice, relish, lettuce, sandwich. teaching difficultiespractice using the target language. teaching methodswatching and describing methods. reading and writing methods.pair work. teaching aidsa tape player, a projector. teaching proceduresstep greet the class and check the homework.step learn the following new wordsbutter n. 奶油、黄油 turkey n. 火鸡slice n. 薄片 relish n. 调味品，佐料lettuce n. 莴苣；生菜 onion 洋葱 sandwich n. 三明治step 1apoint to the sandwich ingredients in the picture. say each word and ask students to repeat it. read the instructions and point to the lines where students write the things they like in a sandwich. have students do the activity individually.step 1bread the instructions for this activity. ask different students to say the conversation to the class. let students work with a partner.step 2aread the instructions to the class. look at activity 1a.listen and circle the words that you hear. point to the foods in activity 1a and read the words to the class.step 2b listen again and write the ingredients in the order you hear them. point out the four columns in the chart and read the headings first, next, and finally.step 2c pair workread the instructions. tell your partner how to make your favorite sandwich.ask several pairs to say their conversations to the class.step summary and homeworkthis class we have learned some key words or names of food. with them we can make a very delicious sandwich. and we also learned what do you like in your sandwich? first: may onions, next: turkey,then: tomatoes, onion, finally: slice of bread.step blackboard designunit 7 how do you make a banana milk shake?target language:how do you make a banana milk shake?first, peeland cut it up. then putintohow many? we needhow much?one teaspoon ofthe fifth period.teaching aims and demands1. knowledge objectskey vocabulary.using the target language. writing practice.2. ability objectswriting skill. reading skill.3. moral objectmother is great. she could make so many good foods. they are amazing and tasty.teaching key pointskey vocabulary: breed, add, add,to,top, recipe, mustardpractice using the target language.teaching difficultiesreading and writing. oral practice.teaching methodsdescribing method. reading and writing methods. pairwork.teaching aida projector.teaching proceduresstep greet the class as usual and check the homework.last class we have learned to make a sandwich. this class we will make another different one. it is more delicious, tasty, more difficult to do. now lets learn some new words we will use to make a more delicious sandwich.step learn the following new words.show the picture on the screen, then point to each item and lead the students to read while do some action to let students know clearly. point to the screen and lead the students to learn. please look at the screen.bread n. 面包 add v.加；增加；添加addto 把加到上 top n.顶；上部recipe n.烹调法；食谱step 3anow lets make a super chicken sandwich. read the instructions to the class. read the recipe. point out the recipe and the chart under it. point to the words vegetables, meat, and others in the chart. ask students to give examples of each type of food. point to the word onion in the recipe and then point to the sample answer in the chart.step 3bread the instructions. fill in the following recipe with words from the box.point out the words in the box and ask a student to read the words to the class.step 3c pair workread the instructions to the class. write a recipe for your favorite sandwich or another favorite food. read your recipe to a partner.ask students to take a few minutes to write down the things they use to make their favorite food. then ask students to write their recipes.ask the students to use the recie in acitivity 3b as on example.ask students to bring to class pictures of delicious-looking food.step 4 crazy sandwichesread the instructions to the class. student a, look at page 91.student b, look at page 90. tell your partner how to make a sandwich with the ingredients in your list. listen and draw the sandwich your partner describes.step summarythis class we have learned how to make a super chicken sandwich, first, put the butter on a slice of bread. then cut up an onion and a tomato. add these to the sandwich. next, put some lettuce and the chicken slices on the sandwich. put the relish on the chicken. finally, put another slice of bread on the top.and also we have learned another favorite food.step homeworkpractice activity 3a.step blackboard designunit 7 how do you make a banana milk shake?howmake?first, put then cut upaddnext, put some putfinally, put crazy sandwichesthe sixth period.teaching aims and demands1. knowledge objectskey vocabulary in this unit.target language.writing and oral practice. just for fun. exercises of the workbook.2. ability objectswriting skill. sequencing skill. oral practice.3. moral objectcook and eat is a fun.teaching key pointkey vocabulary:put,turn on,cut up,pour,mix up.teaching difficultieswriting practice.exercises of the workbook.teaching methodswrithing method. self-check method. speaking method.teaching aidspictures or photos. a projector.teaching proceduresstep greet the class as usual and check the homework.l