Unit 8 How do you make a banana milk shake? Section A【人教八上英语教案精彩课堂（教案+素材）】

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Unit 8 Section A【人教八上英语教案精彩课堂（教案+素材）】
Unit 8　How do you make a banana milk shake
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
导入一　幽默故事导入
(一)如何把大象装进冰箱
　　The teacher asks the students how to put an elephant into a fridge. There are four steps. First, find an elephant and a fridge. Next, open the door of the fridge. Then, put the elephant into the fridge. Finally, close the door of the fridge.
　　(二)The customer before Thanksgiving Day
　　A few days before Thanksgiving Day, a bar owner locked up his shop at 2 a.m. and went home to sleep. He had been in bed for only a few minutes when the phone rang.“What time do you open up in the morning ” he heard an obviously drunken man ask.
　　The owner was so angry that he hung up the receiver and went back to bed. A few minutes later there was another call and he heard the same voice ask the same question. “Listen,” the owner shouted, “there's no sense in asking me what time I open because I wouldn't let a person in your condition in…”
　　“I don't want to get in,” the caller interjected. “I want to get out.”
感恩节前的购物者
　　感恩节前几天,在凌晨两点,酒吧老板锁了店门,回家睡觉。他刚躺下几分钟,这时电话响了。“你早上几点营业 ”他听到一位明显已醉醺醺的男子的声音。
　　老板非常气愤,他挂断电话又去上床睡觉了。几分钟后又有一个电话,他听到还是那个声音问同样的问题。“听着,”店主嚷道,“不要问我什么时候营业,因为我不会让你这种人进……”
　　“我不是想进来,”那人打断他的话,“我想出去。”
导入二　视频导入
播放有关感恩节的视频片段,导入新课。
After watching the video, let the students answer some questions.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一　现场制作一种食品或饮料
　　I think you know how to talk about a process using first, next, then and finally. Now let's talk about how to make a kind of food or drink, such as a banana milk shake, an apple milk shake, fruit salad, tomato and egg soup, popcorn, beef or tomato and egg noodles.
活动二　描述一种活动的过程
　　Do you know how to plant a tree, make beef noodles, wash clothes, or take out a book from the library
　　1.How to plant a tree (如何植树 )
　　First, dig a hole in the ground. Next, put the young tree in the hole. Then, fill the hole with the soil. After that, push the soil hard with your feet. Finally, carry some water and water the tree.
　　2.How to make beef noodles
First, cut the beef into pieces. Next, turn on the cooker, put oil and the beef pieces into the pot and pour some water in the pot. Then, put some noodles into it when the water is boiling. After that, cook them for a few minutes. Finally, add some salt into it and get ready to eat beef noodles.
活动三　Pair-work (两两对话,选取班级的两位同学,谈论一种食品的制作过程。)
　　T: Boys and girls, today let's talk about your favorite food.
　　Ss: Good idea.
　　T: What's your favorite food
　　Ss: It's the sandwich/popcorn/chicken/zongzi/the mooncake/jiaozi…
　　T: Do you know how to cook it Let's talk about how to make it, OK
　　Ss: OK.
　　A:…
　　B:…
活动四　Role-play (小组内的同学分角色表演,谈论喜欢的食品的制作方法。)
　　A: Let's talk about how to make a kind of soup.
　　B: OK. Do you know how to make tomato and egg soup
　　C: First, cut a tomato into pieces and break an egg into a bowl.
　　D: Next, turn on the cooker and put some oil and then put the tomato pieces into the pot.
　　A: After that, pour some water into the pot.
　　B: When the water is boiling, pour the egg into it.
　　C: Finally, add some salt to the soup.
　　[设计意图:让学生进一步熟悉某种食物制作步骤的表达法,并学会恰当运用相关动词及动词短语。]
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
Ⅰ.听录音,排序。(听力原文:Section A　1b)
(　)Turn on the blender.
(　)Pour the milk into the blender.
(　)Cut up the bananas.
(　)Peel three bananas.
(　)Put the bananas and ice-cream in the blender.
(　)Pour the milk shake into a glass and drink it.
　　◎Keys: 5-4-2-1-3-6
Ⅱ.听录音,完成表格。(听力原文:Section A　2a, 2b)
Ingredients How many or how much
banana 1.　　　　.
watermelon 2.　　　　.
honey 3.　　　　.
apple 4.　　　　.
yogurt 5.　　　　.
orange 6.　　　　.
　　◎Keys: 1.Three　2.One　3.Two spoons　4.Two　5.A cup　6.One
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
　　Step 1　观察及探究
(一)祈使句
　　【观察】
　　First, peel the bananas. 首先,香蕉去皮。
　　Next, put the bananas in the blender. 接下来,把香蕉放入搅拌器里面。
　　Then, pour the milk into the blender. 然后,把牛奶倒入搅拌器里面。
　　Finally, turn on the blender. 最后,打开搅拌器。
　　Don't forget to add some sugar. 别忘了加一些糖。
　　【探究】
　　在描述过程的时候,我们经常使用四个步骤连接词:　first　, 　next　,　then　和　finally　;且常使用　祈使　句。祈使句用来表示命令、请求或劝告。祈使句中的谓语动词应使用　动词原形　。否定的祈使句以　Don't　开头。
　　(二)可数名词和不可数名词
　　【观察】
　　—How many bananas do we need 我们需要多少香蕉
　　—We need three bananas. 我们需要三根香蕉。
　　—How much yogurt do we need 我们需要多少酸奶
　　—We need one cup of yogurt. 我们需要一杯酸奶。
　　【探究】
　　在英语中,表示人或事物名称的词叫　名　词。名词分两类:　专有　名词和　普通　名词。专有名词是表示国名、地名、人名、团体机构名称的词;普通名词分为个体名词、集体名词、抽象名词、物质名词,其中个体名词、集体名词是　可数　名词;抽象名词和物质名词是　不可数　名词。　how many　 后面接可数名词的复数形式,　how much　后面接不可数名词;　可数　名词前可以接数词,　不可数　名词前不可接数词;　不可数　名词前可以接“数词+容器名词(单数或复数)+of”结构来表示其数量。
语法巧记口诀:
　祈使句
祈使句表命令,动词原形是特征;
否定句怎么办,Don't在前原形连;
客气请求please,句前句后都可以;
祈使句表步骤,四个词汇不忘记;
first, next前两步,then, finally后凑齐。　
　　 　　　
名词的数
表示名称用名词,专有普通两种词,
人名地名是专有,普通名词分两类,
个体集体是可数,抽象物质不可数,
how many加复数,how much不可数。
数词后面是可数,容器短语不可数。
　　Step 2　练习巩固(教材P59　3a, 3b)
Section A
第一课时(1a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: Students fill in blanks with different verbs to learn how to make a banana milk shake. Then learn ingredients and their quantity used in the food by listening. Finally, students are asked to role-play a conversation about the process of making Russian soup.
Why: 1a and 1b are to present the process of making a banana milk shake. 1c is to lead students to tell the process logically. 2a is to introduce more about making a banana milk shake. 2b is to develop students' listening ability and get more details about the food. 2c and 2d are to develop students' speaking ability.
How: Pictures and blanks are useful for students to figure out the process of making a banana milk shake. Listening tasks and conversations consolidate their expression about the process. Another listening material about ingredients is helpful to give more details about making the food.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To learn to describe a process and give instructions.
2.To learn to use imperative sentences.
3.To learn countable and uncountable nouns.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To learn to describe a process and give instructions. Step 1　Lead-in 1.Free talk: Show some pictures of a milk shake to lead in the topic. 2.Discussion: Do you like a milk shake Can you make a banana milk shake How do you make it 3.Presentation: Show some ingredients of a banana milk shake. Step 2　Work on 1a 1.Read the words in 1a. 2.Write these words in the blanks in the picture above. Observe how much students know about making a banana milk shake. Adjust the way to ask questions, and offer encouragement when needed. Explain new words in time and give guidance and feedback based on students' performance.
Purpose To introduce students to the target language.
2.To learn to use imperative sentences. Step 3　Work on 1b&1c 1.Listen and put the instructions in order. 2.Let students retell the correct steps of making a banana milk shake. Observe whether students can get the information quickly without hesitation.
Purpose To activate students' background information and arouse their interest in the process of making a banana milk shake.
3.To learn countable and uncountable nouns. Step 4　Listening 1.Presentation: Present some ingredients and ask students to select what they use to make fruit salad. 2.Work on 2a&2b: (1)Listen and complete the chart. (2)Listen again. Write the ingredients under the correct amount in the chart. 3.Work on 2c: Ask and answer questions about how to make fruit salad. Step 5　Pair-work 1.Role-play the conversation in 2d. 2.Retell the process of making Russian soup. Participate in students' conversations. Encourage them to talk about the process in their own words.
Purpose To develop students' listening ability and lead them to know more details about making fruit salad to improve their ability to live independently.
Homework: 1.Required: Review the new words and memorize the difference between “how many” and “how much”. 2.Optional: Try to make Russian soup according to the instructions in 2d.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(Grammar Focus-3c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This grammar lesson shows questions and answers of a process and presents countable nouns and uncountable nouns. It leads students to distinguish the use of “how much” and “how many”. Then exercises are arranged to consolidate the use of countable nouns and uncountable nouns. Conversations are the last one to put what they learned into practice.
Why: Grammar Focus is to present key points for students to learn expressions and grammar. 3a is to promote the use of “how much” and “how many”. 3b and 3c are to consolidate what they learned and practice describing a process.
How: Questions and answers are used to present expressions that can be used to talk about a process. Exercises of words and questions are useful to consolidate vocabulary. Conversations lead students to communicate with expressions they learned again.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To learn countable nouns and uncountable nouns.
2.To learn to describe a process by using connectives first, next, then and finally.
3.To learn to use imperative sentences.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To learn countable nouns and uncountable nouns. Step 1　Warming-up Revision: How do you make a banana milk shake Can you list instructions for making fruit salad Step 2　Presentation 1.Present Grammar Focus and lead students to read them. 2.Present countable nouns and uncountable nouns and explain their use in grammar. 3.Do the exercises to review the expressions. Step 3　Exercise 1.Work on 3a: Circle the correct word in each question. 2.Check answers together. Lead students to recall the process and encourage them to speak out bravely. Check students' answers and give some tips for them to correct.
Purpose To consolidate vocabulary learned in the last lesson and improve students' ability to use the language to develop their communicating level.
2.To learn to describe a process by using connectives first, next, then and finally.　 3.To learn to use imperative sentences. Step 4　Ask and answer 1.Work on 3b: First, give the students 2 minutes to read the conversation and get the general idea. Then, make sure the students learn the process of making popcorn and complete the blanks in b and d. 2.Ask some students to read the conversation. Step 5　Group work 1.First, ask the students to read the activities in 3c. 2.Next, ask the students to choose one of them to write. 3.Then, make a list of how to do the activity. 4.Talk about the activity with the partner. 5.Choose some of the students to tell what they talk about. 6.Finally, choose one group who did well to make a speech. Remind students to accumulate countable nouns and uncount-able nouns used frequently in daily expressions. Observe whether students can describe the process logically using what they learned in this lesson.
Purpose To improve students' communication ability and develop their awareness of cooperation with group members.
Homework: Draw some pictures of the process of making something and use words to explain.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



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