Unit 8 How do you make a banana milk shake
The Fourth Period Section B ( 2b–2d)
Teaching aims（教学目标）
1. 了解美国感恩节的由来。
2. 学习表述感恩节大餐火鸡的制作并掌握相关词汇。
3. 能以书面形式流畅写出火鸡的制作流程。
Language points（语言点）
1．要求掌握以下词汇：
1) 名词 n. turkey, traveler, Thanksgiving, autumn, pepper, oven, plate， gravy, temperature
2) 动词 v. mix, celebrate, fill, cover, serve
3) 形容词 adj. special, traditional ,main
4) 词组 give thanks for, mix together, put in, cover with cut into ，eat with, serve to , main dish, at a very high temperature.
（本节课的生词较多，教师要注意带读并通过各种形式让学生多操练。）
2. 要求掌握以下句式： In most countries, people usually eat traditional food on special holidays.
… and is a time to give thanks for food in the autumn.
... celebrate this idea of giving thanks by having a big meal …
Here is one way to make turkey for a Thanksgiving dinner.
Serve it to your friends with some vegetables.
Difficulties（难点）：以书面形式流畅写出火鸡的制作流程
Teaching steps（教学步骤）
1. Warm-up and revision（课堂热身和复习）
T: What ingredients are there in this sandwich
How do you make a turkey sandwich
（先通过单词，再通过分解，然后整体流程，最后小组形式回顾，有效地帮助学生复习了前
面的学习内容，同时为引出后面的教学环节做了铺垫）
2. A Short Story（通过三明治的故事激发学生的兴趣同时培养了学生上下文阅读的能力）
T: Sandwiches are popular around the world, but do you know where they came from
Sandwich was an English p_____. He lived in England about two hundred years a___. Sandwich had a lot of m_____. He was very rich. But the man liked p_____ cards.He often played all day and all night and had no time to e____dinner. One day he played for 24 hours and felt very h_____. He asked his servant to b___ him some meat and bread. He didn’t stop playing w___ he ate. So he put the meat b_______ two pieces of bread . In this way ,he could k____ playing cards. People liked his idea and called the food “sandwich”.
（教师通过有效设计，让学生自己探索，发现信息，激发了学习兴趣。）
3. Before reading
T: Do you like turkey sandwiches
Do you like to eat turkey
In America, people sometimes eat turkey. When do they eat it
S: On Thanksgiving Day. It is a special day!
（让学生带着问题去skim能够培养学生在阅读过程中抓关键信息的能力。）
4. While reading
(1) More skimming
T: Read and find more information about Thanksgiving
（以图表的形式，清晰地帮助学生抓住what, which, when, why, how的角度去理解文章内容,是种阅读策略的渗透）
（2）scanning
T: Work on 2c. Read the article again and write down the answers to each question.
Where do people celebrate Thanksgiving
When do people celebrate it
Why do people celebrate it
How do people celebrate it now
What is the main dish of the Thanksgiving meal
（3） Read and match
T: Work on 2b. Read the article and number the pictures [1-5].
Here is one way to make turkey for Thanksgiving dinner.
First, mix together some bread pieces, onions, salt and pepper.
Next, fill the turkey with this bread mix.
Then, put the turkey in a hot oven and cook it for a few hours.
When it is ready, place the turkey on a large plate and cover it with gravy.
Finally, cut the turkey into thin pieces and eat the meat with vegetables like carrots and
potatoes.
（通过图片的提示，帮助学生获取和巩固关键信息，降低学习难度，帮助学生建立学习信心）。
（4）Pairwork
A: How do you make a turkey dinner
B: First …
Next …
Then …
And …
After that …
Finally (At last)…
（教师给出cut into,mix, fill, put…int…cook, place cover, eat with关键性引领词，帮助学生重组语言信息，强化了学生的训练得到巩固效果。）
（5）Fill in the blanks
First, ___ together some_____ ______, _______, _______ and ________.
Next, ____ the turkey____ this bread_____.
Then, ____ the turkey____ a hot oven and cook it for _ ___ hours.
____ it is ready, _____the turkey on a large______ and ____ it with ______.
____, cut the _____ into thin _______ and eat the _____ with vegetables _____ carrots and _________.
（通过以上教学活动分解了阅读难度，突出了重点词汇，同时给学生操练和展示的平台
5. Post reading
(1) Work on 2d. Here are the instructions for making a turkey dinner written in a different way.
Put them in order. Write First, Next, Then and Finally.
（以另一种角度帮助学生灵活运用语言，活化了知识。）
(2) Find the different one
T: Do you know which one is quite different from others
1. pepper salt gravy turkey2. celebrate serve cook mix3. beef turkey meat mutton 4. vegetable carrot lettuce potato5. potato tomato lettuce carrot6. tradition special main high
（教师通过此环节的设计，意在帮助学生开拓思维，同时也可以适当带读，帮助学生巩固重点和难点单词）
(3) Difficulties
（此处略）
(4) Exercise
T: Retell the article with the help of these phrases
传统食物 美国在特殊的节日对......表示感谢在秋天首批旅行者度过漫长艰难的冬季一顿大餐主菜感恩节大餐 混在一起把...... 填满......把......放进......在高温下烹饪几小时当......好了把......涂上肉汁把某物切成（几块）把......端给就着蔬菜吃肉
（先通过小组合作方式梳理重点语言点，然后根据整理的信息进行文本信息的还原，体现了语言巩固的科学性，并为后面的写作输出做了准备和铺垫。）
(5) Writing
T: Rewrite the article in your own words.
Title: __________________
Beginning: Do you know about Thanksgiving
The first part: about Thanksgiving
Thanksgiving is a special day in the United States.
When: ________________________________________________
Why: _________________________________________________
How: _________________________________________________
The second part: about making a turkey dinner
Making a turkey dinner is a must on Thanksgiving.
Ingredients:_________________________________________________
Steps:_____________________________________________________
Ending: Make a final statement about Thanksgiving and the turkey dinner. Do you have anything else to say
（活动的设计最后是为了写作输出服务，通过之前充分的练习，为学生的输出提供了可能，同时又对学生有了新的要求。活动设计源于阅读，同时又高于阅读）
6. Homework
Oral: 大声朗读Thanksgiving in the United States这篇文章。
Written: 查找中国的特殊节日的传统食物并。
写下其配方和做法。
（根据学生程度进行口语和书面作业的布置，同时结合了课堂内容，并拓展深化了主题并为下堂课的内容做了铺垫。）Unit 8 How do you make a banana milk shake
The Third Period Section B( 1a–1e)
Teaching aims（教学目标）
1. 熟练掌握可数名词和不可数名词和How much/ How many引导的特殊疑问句。 2. 熟练使用“First, Then, Next, After that， Finally”学会表述三明治的过程并表达自己对食物的喜好。
3. 激发学生对于食物制作的兴趣并开发他们的创意。
4. 引导学生关心了解身边人的饮食喜好，促进交流与合作意识。
Language points（语言点）
1．要求掌握以下词汇：
1) 名词n. cheese，butter, tomato, turkey, onion, slice, condiments, piece
2) 代词adv. another
3) 副词 adv. finally
4) 词组 cut up, add to, on top, put on, a piece of, what about
（本节课的生词较前面两个课时多，所以在呈现的时候采用了直接导入的方式强化学生对于关键词的掌握，并适当拓展了部分相关生词）
2. 要求掌握以下句式： How do you make a cheese sandwich
Do you like lettuce in a sandwich
How much butter
First, ... Then, ... Next, ... After that Finally, ...
What else .
Difficulties（难点）：够选择恰当的动词描述制作一种家庭食品的过程并做进行连续性的描述。
根据自己的喜好，充分发挥想象，有序的制作特有的sandwiches,提高自己的交际能力。
Teaching steps（教学步骤）
1. Warm-up and revision（课堂热身和复习）
How do you make a pizza
T: Do you like to eat pizza What do you need if you want to make it And how do you make it Work in groups and show us what you know.
S: First, mix up flour (面粉), butter and milk to make a crust (面包皮).
Next, put pizza sauce (调味汁) on the crust.
Next, cut up peppers (辣椒), sausage (香肠) and mushrooms, and put them on the pizza.
Then, add some cheese to the pizza.
Finally, put the pizza in the oven (烤箱).
（通过食物的导入，直接提高了学生的兴趣，同学培养了学生小组合作的团队意识。）
2. Presentation（呈现和sandwich 有关的新词的图片和单词）
T: Now, let’s look at some pictures. Can you tell me what it is/they are
（单刀直入让学生根据图片说单词，既节约了导入的时间，又给了学生更多巩固掌握词语的练习机会）
T：What can we make with these
（教师把出现过的图片和词进行复现，自然引出本课时的关键词sandwich）
3. Work on 1a
T: I am going to make my favorite sandwich. What’s in it
S:…
T: How about your favorite sandwich What's in it Finish 1a in your book.
(教师引导学生从说过渡到写，同时又为后面的语言交流做好准备)
4. Work on 1b
T: Ask and answer questions with a partner. Find out what he/she likes in a sandwich.
S: A: Do you like lettuce in a sandwich
B: Yes, I do.
A: Do you like tomatoes
B: No, I don't.
T: Make a survey and give a report.
Name Likes/dislikes
S: In our group, _______ likes/dislikes____ in a sandwich.
...
_____ and ______ both like/dislike___ in sandwiches.
And we all like/dislike_______ in sandwiches.
（从对话到小组调查到报告，教师铺设了平台给学生大量操练的机会，让学生在做中学，同时自然地引导学生关心身边人，并有意识地把获得的信息进行整合，提高了学生的表达能力的锻炼。
5. Work on 1c
T: Look at the picture in 1a. Listen and circle the words you hear.
(教师放录音，在2a的基础上，此任务简单，教师可以在放完一遍录音以后就订正答案)
6. Work on 1d
T: Listen again. Write the ingredients in the order you hear them.
（和前面不同，此处的听力练习，需要学生有更多的整理能力，有必要的话放两遍）
First Next Then Finally
butter
T: Read the dialogue and finish the recipe.
S: Girl: How do you make a cheese sandwich Boy: Well, first put some butter on a piece of bread.
Girl: How much butter Boy: Oh ,about one spoon.
Girl: OK, what else Boy: Next, cut up some tomatoes.
Girl: How many tomatoes Boy: Well, maybe one is enough. Put the tomato on the
sandwich. Next, cut up an onion.
Girl: Sounds good. What about the cheese Boy: Next, put some cheese on the sandich.
Girl: How much cheese Boy: Not too much, but you can put more if you like.
Girl: OK. Is that all Boy: Not quite. Then, put some lettuce on the cheese.
Girl: Sounds delicious! Boy: Finally, put another piece of bread on top.
Girl: Great!
（课文文本信息的有效使用，有利于学生提高阅读和理解能力，所以听力材料的整编很有必要）
T: Finish the chart.
Ingredients:
（教师对文本信息的合理处理，可以有效帮助学生改变机械地从文本中寻找答案的习惯，而慢慢养成思考着阅读文本并形成相应输出能力的习惯。）
T: Now, let’s try to fill in the blanks, please.
Let's make acheese sandwich
We need ______________ of bread. As for vegetables, we need an_____, one_______ and
some ________. Of course, _____________ butter is necessary. Oh, don't forget the
__________, you can put more if you like.
Let's make it now!
First, ____ the butter ______a piece of bread. Next, _______ the tomato and the onion. ______, put them on the sandwich. After _____ , ____some cheese _____ the sandwich._______, put some lettuce on the cheese and put _______ piece of bread________.
Now, it's time to _______ it!
（此处，对于听力文本的再次整编，既是前面的自然产出，更有利于学生完整掌握关键的语言信息，并为学生下个环节的语言输出做了良好的铺垫）
7. Work on 1e
T: Tell your partner how to make your favorite sandwich.
S: A: First, put some butter on a piece of bread.
B: How much butter
A: About one spoon.
...
8. Further practice
T: The Super Chicken Sandwich in KFC is delicious. How to make it
Try to describe the instructions.
（给学生机会，实现从机械操练到意义操练）
S: …
T: Crazy sandwich wanted!
Sandwiches are very popular food. So we want to design (设计) a new kind of crazy sandwich. The person who has the greatest originality (创意) can enjoy sandwiches fee for a year!
The Crazy Restarant
Discuss in groups how to design a Crazy Sandwich
Here are some useful expressions:
How much butter/salt/pepper/etc.
How many tomatoes
About a teaspoon …
What else
Sounds delicious!
How do you make a … sandwich
First, Next, Then, After that, Finally, …
Now, it is time for pairwork.
One student describes the sandwich, the other student draws the sandwich on the blackboard.
(此处知识的延伸得到发展，学生加强了小组合作，也给了学生机会发挥他们的创意。)
9.Homework
Oral: 回家向家人描述你所喜欢的三明治并说明其是如何制作出来的。
Written: 了解一款hamburger的ingredients以及其制作过程并写下来。
（根据学生程度进行口语和书面作业的布置，同时促使学生进一步地交流并能理论联系实际。）Unit 8 How do you make a banana milk shake
The Second Period Section A ( 2a–3a)
Teaching aims（教学目标）
1. 进一步掌握可数名词和不可数名词和How much/ How many引导的特殊疑问句。
2. 听懂制作一种食品的对话材料，并条理性掌握对于制作过程的描述。
3. 能够描述出一种食物的食谱。
Language points（语言点）
1．要求掌握以下词汇：
1) 名词n. yogurt, watermelon, honey, spoon, ingredient, pot, salt, sugar, cheese
2) 动词v. drink, peel, pour, put, add, need, cook
3) 副词 adv. finally
4) 词组 turn on, cut up, add to, put into, pour into, forget to, cook ... for ... , one more thing
（本节课的生词较少，除了ingredient拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。）
2. 要求掌握以下句式： I want to make ... for...
How many ... do we need
How much ... do we need
First, ... Then, ... Next, ... After that Finally, don’t forget to … .don't forget to ...
Difficulties（难点）：分辨可数和不可数名词，正确使用how many/how much
表述一种家庭食物的食谱和其制作过程
Teaching steps（教学步骤）
1. Warm-up and revision（课堂热身和复习）
（1）Fill in the blanks（复习牛肉面制作过程回顾关键词并引入新词ingredient）
T: Do you remember How do you make beef noodles
First, _____ _____the tomatoes and beef.
Next, ____ the noodles. Then, _____the ingredients together in the pot. Finally, _____salt to the noodles. Now you are ready to eat the noodles!
（2）Group competition: Recipe game
T: In groups of four, write a food recipe ( do not use the words like first, next, etc.).
Exchange recipes with another group and try to put their recipe in order.
Report back to the class using first, then, next, and finally.
（通过游戏，帮助学生巩固"first, then ,next, finally"的用法，并为下面的环节进行铺垫。）
2. Presentation（呈现知识重点可数名词和不可数名词与how many/much的关系）
T: Now, we have so many things to eat, let’s go for a picnic. I would like to make fruit salad for our picnic. Can you make fruit salad What do we need to make fruit salad
（教师通过学生喜欢的picnic话题自然引入salad，为ingredient的和相关可数和不可数名词的出现做了自然的铺垫）
T：How many ________s do we need
S：We need three/some/many/a lot of bananas .
T：How much _______ do we need
S：We need a _______of _______/some ________/a little ________/much _________ .
（半开放式的问答，帮助学生逐步深入how many/much的正确使用。）
T: Look at the ingredients of the salad again, can you tell when to use “how many/how much”
（教师把salad 有层次地划分其ingredient并呈现给学生，让学生自己总结how many/how much”规律）
3. Practice and work on 3a
T: Fill in the blanks with “how many” or “how much”.
Now, let’s finish 3a
4. Work on 2a
T: Listen and fill in the dialogue. Then complete the chart.
S: How many bananas do we need We need three bananas.
How much yogurt do we need We need one cup of yogurt.
Ingredients
How much How many
yogurt bananas
honey watermelons
apples
oranges
5. Work on 2b &2c
T: Listen again. Write the ingredients under the correct amount in the chart
(教师放录音，在2a的基础上，此任务简单，教师可以在放完一遍录音以后就订正答案)
T: Ask and answer questions about how to make fruit salad.
A: Let’s make fruit salad.
B: OK, good idea. How much … do we need
A: One cup of…/one teaspoon of…
B: And how many … do we need
A: Let me think… We need …
B: OK, and how much…
(教师呈现2b内容，帮助学生以pairs形式完成半开放式的对话联系，以达到降低难度和强化重点的作用)
T: Read the dialogue, and fill in the blanks.
A: Let’s make fruit salad.
B: OK. Do you have bananas
A: Yes I do. ___________________ do we need
B: We need three bananas.
A: That sounds about right. What else
B: Watermelon.
A: ______________________
B: Oh, only one watermelon. And we need some honey.
A: ______________honey do we need
B: Let’s see. Two teaspoons.
A: Right._______________
B: Apples.
A:____________________ do we need
B: Two should be enough. And yogurt.
A: __________________do we need
B: A cup. Now what else do we need Oh, do you have any oranges
A: I think so. __________________ do we need
B: Only one. This is going to taste great!
（充分利用听力材料的文本，强化how many/much的使用，同时锻炼了学生从上下文中找信息的能力。）
6. Further practice
T: How do you make fruit salad
（教师给出关键的图片，帮助学生从机械操练实现到意义操练的过渡）
T: Dr. Know time!
Do you know other words to show sequences (顺序)
S: (1). 首先: first, at first, first of all, firstly
(2). 然后: next, after that, then, afterwards
(3). 最后: finally, at last, in the end
T: How do you cook noodles
A: How do you cook noodles
B: First heat up the water for the noodles.
A: Do we need anything else
B: Yes, we need some meat and vegetables.
A: When do you cook the meat and vegetables
B: When the water is boiling, we put in the noodles. Then put in the meat and vegetables. Cook For another three minutes. Then the noodles are ready.
A: Oh, how wonderful! I want to try them.
S: Heat up the water. Put in the noodles. Put in the meat and vegetables. Cook for another three minutes.
T: Now, Try again with “first of all, …”
（教师通过引入新的食物内容，增加学习的趣味性，并不断强化了重点知识的应用）
7. Work on 2d
T: Let's help Anna! Read the dialogue in 2d and answer the questions:
What does Anna want to make
Why does she want to make it
What does Anna need
How long does it take Anna to cook the soup
（让学生带着问题阅读，有利于培养学生skim的能力，同时学生回答教师的问题也需要综合理解和整合阅读内容的能力。）
T: Read and fill in the chart.
Recipe for _______________
Ingredients:
Vegetables:_________________________________
Meat:_________
And: ________ ________
Cooking steps:
First,_________________________________________.
Then,_________________________________________.
Next,_________________________________________.
After tha,:_____________________________________.
Then,________________________________________.
Finally,_______________________________________.
（此部分，教师对于阅读材料从三个角度进行了划分，帮助学生从另外一个角度理解，同时有利于开拓学生的阅读理解思维）
T: Role-play time. Please act out the dialogue
Anna: Sam, I want to ... . Can you tell me how
Sam: Sure. First, ... . Then, ... .
Anna: What's next
Sam: Next, ... . After that ,... . Then, ... .
Anna: OK, that's it
Sam: No, one more thing. Finally, ... .
T: This time Anna wants to make something else!
（教师给了学生展示的平台，同时分两个层次，关注了机械操练到意义操练的必要性）
8. Grammar focus
T: Is there anything important or difficult for you in this lesson
（给学生机会，自主总结知识重难点）
T: Now, let’s do some exercises.
9.Homework
Oral: 朗读并熟记第58页制作Russian soup的过程。
Written: 根据下面的问题，写一篇80词作文。
Have you ever cooked some food by yourself
What did you cook
And how did you make it
Do you think it is necessary to cook some food for yourself and your family
Plant a tree, wash clothes, take out a book from the library.
（根据学生程度进行口语和书面作业的布置，同时结合了课堂内容，并拓展深化了主题。）Unit 8 How do you make a banana milk shake
The First Period Section A ( 1a–1c & 3b, 3c)
Teaching aims（教学目标）
1. 掌握和食物有关的可数名词和不可数名词以及how much/many用法。
2. 学会使用祈使句并正确使用first, then, next, finally等连接词。
3. 能够描述制作一种家庭食品的过程。
Language points（语言点）
1．要求掌握以下词汇：
1) 名词 n. shake, blender, yogurt, pot, spoon, salt, popcorn, corn
2) 动词 v. drink, peel, pour, put, add， boil
3) 副词 adv. finally
4) 词组 turn on, cut up, add to, put into, pour into
（本节课的生词较少，而且单词的拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。）
2. 要求掌握以下句式: How do you make a banana milk shake
How much ... do you need
First,... Then,... Next,... Finally,...
Difficulties（难点）：掌握可数和不可数的食物名词
熟练使用first ,then, next, finally等连接词描述某种过程
Teaching steps（教学步骤）
1. Warm-up and revision（课堂热身和复习）
T: What do you like to eat Let's go to the kitchen to get something delicious!
Guess: What’s in the fridge
（通过问题，让学生进行头脑风暴，复习学习过的食物的相关表达并为下面的环节进行铺垫。）
2. Presentation（呈现知识重点可数名词和不可数名词）
T: Now, let's help the foods find homes.
（教师通过让学生选择帮助不同的食物“回家”，提高学生兴趣与积极性，并对可数和不可数名词的分类有清楚的认识。）
S:…
T: Pay attention! When do we use “how many” and “how much”
Let’s read aloud together. Can you discover the rules
（教师把时间留给学生，让学生自己总结可数名词的单复数变化规律）
For uncountable nouns, you may need: a bottle, a tin/can of …
（教师适当拓展了常见的一些量词词组，以完善学生对于不可数名词的表达，为后面的教学做了铺垫，在此，教师可根据情况采用不同形式完成，如个别回答，集体回答，或者小组竞赛）
T: What can we make with these foods
How can we make it
What else do we need
(教师循序渐进引导学生关注本课时要学习的香蕉奶昔的制作)
3. Work on 1a.
T: Write these words in the blanks in the picture above.
（教师可以四处走动，以帮助学生将动词正确搭配在相关词组中，也可以让学生发挥peer assessment的作用）
4. Work on 1b.
T: Listen and put the instructions in order.
(教师放录音，因为对话简单教师可以在放完一遍录音以后就订正答案)
T: Listen again and put the correct word before each sentence.
(教师可以把first , then, next, now, finally写在黑板上，以达到降低难度和强化重点的作用)
T: Can you repeat them in the correct order
5. Work on 1c.
T: Cover the instructions above. Tell your partner how to make a banana milk shake.
(给学生pair work练习的时间)
T: Read in pairs and remember.
（充分利用听力材料的文本，标识关键词，强化输入。）
T: Try to complete the missing parts. Say them loudly.
A: I’m hungry! Let’s ….
B: How do ...
A: Well, first peel ….
B: Three bananas
A: Yes. Then cut ….
B: OK, I’m finished.
A: Now put ... blender. Then pour ….
B: Is this enough milk
A: I guess so. Next, turn …. Finally, pour … and ….
(教师也可以根据学情，删减或者强化此部分内容)
6. Dr. Know time!
（turn up等词组的使用是个难点，此处适当进行解释和强化）
7. Work on 3b.
T: Now let’s make popcorn.
We need …
How do you make popcorn Look at plete the questions and answers. Then match them.
（为了强化，正确使用first ,then, next, now, finally表述食物制作过程，把3b部分调整到此处。）
T: Work in pairs and talk about the process of making popcorn.
A: How do you make popcorn
B: First …
T: Let’s try together. （此处是对3b的复现，同时进一步拓展和完善表述）
8. Game
Guessing game: This is a kind of food. They are very long. People often eat them for breakfast. What are they
（通过游戏方式，引发学生积极性，同时也是结合了3c 的部分内容，为后面要求学生描述牛肉面的制作过程进行铺垫。）
Group work: Can you make noodles with beef and tomatoes
9.Homework
Oral:
Read aloud and remember the process of making the banana milk shake .
Written:
Choose one of the following items, write down the process for doing it, and communicate this with partners:
Plant a tree, wash clothes, take out a book from the library.
（根据学生程度进行口语和书面作业的布置，同时结合了3c 的内容，并拓展了学生描述某事物进行过程的能力）Unit 8 How do you make a banana milk shake
The Fifth Period Section B ( 2a, 2e–Self Check)
Teaching aims（教学目标）
1. 了解并掌握常见的中西方食物。
2. 了解代表性中华传统美食的制作方法。
3. 能够关注并了解食物背后的文化并热爱中华美食。
Language points（语言点）
1．要求掌握以下词汇：
1)名词 n. zongzi, dumpling， mooncake, reason, dishes, pot
2) 动词 v. remember, celebrate
3) 形容词 adj. special, traditional
4) 词组 the Dragon Boat Festival, the Mid-autumn Festival, Tomb-Sweeping Day , sweet green rice ball, the Spring Festival, give thanks for, make dishes
（本节课的生词较多，尤其是关于节日和食物的单词，教师要注意带读和引导，如果班级学生的水平较高，可以鼓励学生当堂掌握。）
2. 要求掌握以下句式：First, ... Then, ... Next, ... After that, ... Finally, ...
What are the reasons for this special day
To make this special food, ...
Now, it is time to ...
Difficulties（难点）：用英语讨论中国最重要的节日——春节的相关要素，并比
较熟练地表达具有代表性的中华美食的制作方法。
Teaching steps（教学步骤）
1. Warm-up and revision（课堂热身和复习）
(1) Discuss traditional western foods.
T: What are these （罗列系列传统西方食物图片）
S:It’s ...
T: They are traditional western foods. When do Western people eat them
S:…
T: Let’s look at some traditional Chinese foods, can you name them （罗列传统东方食物图片）
Brainstorm
T:What kind of traditional foods do people eat on special holidays in China
(先让学生头脑风暴，然后教师简单带过几个典型代表）
（通过复习和讨论，引入食物与special holidays的关联概念，既复习了前面的内容，有为后
面环节进行了有机铺垫，另外，小组合作的讨论和PK模式有利于提高学生的学习兴趣并增
强学生的合作精神。鉴于有一定难度，可以允许学生有中文的表述。）
2. Presentation（呈现Spring Festival相关内容并着眼到食物文化上）
(1) Talk in groups.
T: What do you think is the most special day in China
S: The Spring Festival.
T: Look at 2e. Discuss in groups.
(2) Ask and answer.
T: When is the Spring Festival
S：The Spring Festival is during the lunar New Year.春节即农历新年。
It is in January or February
年三十/除夕：the last day of the lunar year/lunar New Year’s Eve
正月初一：the first day of the lunar year
正月十五：the fifteenth day of the first month of the lunar year
（教师通过几个关键词的渗透农历新年的表达，降低学习难度，并让学生明确春节一般到正月十五闹元宵以后就结束了）
Story-telling
T: Let’s learn more about the Spring Festival.
Long ago，There was a horrible monster that came out on the same day each year to eat people. This monster was named Nian,
People were scared because every time it came out, whole villages would be destroyed at a time. So, every time the monster came, people would huddle together in their homes and stay up all night, wanting not to be eaten. This happened for many years until a wise man thought up a plan. They lit bamboo. The bamboo cracked and made a lot of noise. The monster was scared and ran back to its cave without eating any people.
The next morning, people congratulated each other. So, from then on, people stayed up late, lit firecrackers and congratulated each other when the new year came.
（教师简单引导学生说出Spring cleaning，Staying up late，Firecrackers，Lunar new year visits，Red packet，Dragon dance and lion dance，Spring couplets，Paper cutting，Yuan Xiao Festival等年俗相关信息，并最后着眼与食物上，为后面的环节进行铺垫。）
T: Can you remember anything about the Spring Festival Write on your paper.
（此处的停顿和回顾能帮助学生巩固春节的相关要素，另外，根据学生的程度和实际的教学需要，也可以只利用这张PPT围绕春节展示学生的讨论结果，而不需要展示前面的每张PPT）
Reunion dinner.
T: Is that all for the Spring Festival
S: Of course not. Don’t forget the reunion dinner. It s the most important thing during the Spring Festival.
(食物背后的文化寓意能引发学生的共鸣，所以教师要引导学生表达，哪怕是中文形式）
T: Well, can you tell me how to make dumplings
Read the find out the steps.
T：How do you make dumplings
Ingredients：flour and water ( to make dumpling wraps)，meat (pork , beef or mutton)，salt, soy sauce 酱油，MSG 味精，sesame oil麻油
S：First, mix flour with water. Then, make fillings for dumplings, chop up meat and vegetables, and mix them all up. After that, add some salt, soy sauce, MSG and seasame oil to this. Next, roll out dumpling wraps, and knead (揉；捏) the dumplings. Finally, put them into boiling water.
（教师要适当带读ingredients中的生词，然后让学生以小组合作模式从去掉标点和大小写的文章中，读出正确的句子来找出制作饺子的步骤——可以每个小组顺接着分别读一个句子，能增强学生的合作精神和学习兴趣）
3. Work on 3a
(1) Discuss
T: We eat special foods on special holidays. What's more, some places in China are famous for
some special foods. What do you know about them Discuss in groups.
Fill in the blanks
T: Now, let’s go to Yunnan.
Read the recipe below and fill in the blanks with the words in the box.
Role-play
A: I want to ... . Can you tell me how
B: Sure. To make this special food, you need to ...
A: I see. And
B: First, ... . Next, ... . After that, ... . Then, ... .
A: OK, that's it
B: No, one more thing. Finally, ... .
A: Great! It is time to enjoy it now.
（这个部分是学生语言输出和展示的很好平台，实现了机械操练到意义操练的过程）
Work on 3b
T: Think of a favorite food in your hometown. Make a list of ingredients.
（这个部分符合学生的学习兴趣，使语言的输出更生活化，但是学生的语言表达会有一定难度，需要教师的指导和帮助。）
5. Work on 3c
T: Write a recipe for your favorite food. Use 3a and 3b to help you.
（前面语言的运用给学生大量信息，此处就是学生把信息进行整理后消化并输出的过程。）
6. Work on 4
T: Make up a crazy recipe with your partner. Then tell another pair of students how to make this crazy food. The other pair will draw it.
(教师给了学生展示的平台，关注了机械操练到意义操练的必要性）
7. Homework
Oral: 回顾关于年的故事以及春节相关的习俗和传统食物。
Written: 完成Self Check部分内容并小组交流校对
在作业本上写下the Spring Festival相关的英文表达，如 “年三十”。
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