unit 8 How do you make a banana shake .doc

辉南八中学科英语授课教师周丽娜教学课题Unit 8 How do you make a banana shake? 课时1教学目标1.How many bananas do we need?2.How much milk do we need?3.Get students to know the names of food and drink, the plural forms of countable nouns, and uncountable nouns.重点The use of countable nouns and uncountable nouns.难点The use of countable nouns and uncountable nouns教学过程Step I Warming up T: Good morning, boys and girls! Do you like English songs? Lets relax ourselves and enjoy an English song: “One hamburger, two hamburgers .” （CAI呈现）T: Whats the song about? Ss: Food and drink.T: Yeah, great! In this unit well 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.shake, watermelon, yogurt, teaspoon, blender, salt, popcorn, popper, sandwich, butter, relish, sauce, turkey, slice, green onion, duck, pancakeSample 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.What do you like?What do you like?I like onions.I like . What does she like?What does she like?She likes yogurt.She likes .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. shake, watermelon, yogurt, teaspoon, blender, salt, popcorn, popper, sandwich, butter, relish, sauce, turkey, slice, green onion, duck, pancake, apple, ice cream, noodle, broccoli1. Put the words into the correct placesCountable nounsUncountable nounsT: 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 cant 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 theyre 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 cant 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.Discussion:What kind of salad/sandwich/popcorn/smoothie/ . would you like to have? Write down the ingredients of your salad/sandwich/popcorn/smoothie/ . Model: A: Do you like lettuce in sandwiches?B: Yes, I do.A: Do you like tomatoes?C: No, I dont.A: Do you like relish?D: Yes, I do. Report: In my sandwich, I like lettuce, relish . In his/her smoothie, he/she likes apples, oranges .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 saladthe best smoothiethe best sandwichStep VII Summary and Homework T: 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 dont 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.Shopping listIngredient（配料）Amount（数量）小结课后反思 辉南八中学科英语授课教师 周丽娜教学课题Unit 8 How do you make a banana shake?课时2教学目标(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?重点Describe the process of making something.难点Describe the process of making something.教学过程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 . up Then 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: Theyre 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 lets do some listening. Its 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, 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 lets 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 lets go over some new words about the delicious food first. Show the following on the screen and let students repeat.bowl n. 碗；钵 mix n. 混合物mix up混合在一起 popcorn n. 玉米花 popper n. 爆米花机 sauce n. 调味汁；酱油salt n. 盐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 lets 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 others work. In the end, ask some groups to read their recipes to the class. Vote 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.小结课后反思 辉南八中学科英语授课教师教学课题Unit 8 How do you make a banana shake?课时3教学目标How do you make a sandwich?First, put some relish on a slice of bread.Then cut up some tomatoes . Finally, .重点How to write a recipe.难点How to write a recipe.教学过程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 lets 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, mustardadd: put something on (doing action to show)recipe: ways to cook food, with this we could cook food as easily as a real chefmustard: 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 lets 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 dont 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 lets 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: Its 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 slices butter 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. Its 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. Pairwork Read 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, doesnt have too much smoke; Simple cooking ways: roast, bake, toast, boil;2. Eating habits In 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 drinks 2) main coursesfish; crabs; shrimps; pork; chicken; vegetables 3) fruitsIn western:1) starterssoup/cocktail2) main courseschicken;