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

中小学教育资源及组卷应用平台
Unit 8 Section B【人教八上英语教案精彩课堂（教案+素材）】
导入一　头脑风暴
将下列名词分为可数名词与不可数名词。
(1)milk　 (2)tomato　 (3)teaspoon
(4)popcorn　 (5)yogurt　 (6)salt
(7)apple　 (8)onion　 (9)dumpling　
(10)shake　 (11)juice　 (12)meat
(13)cup　 (14)porridge　 (15)watermelon
(16)mutton
导入二　三明治的制作过程
　　Do you like to eat sandwiches How to make them We need bread, yogurt, tomatoes, ham, lettuce and honey.
　　First, pour the yogurt and honey onto a slice of bread.
　　Next, cut up the tomatoes.
　　Then, put the tomatoes on the bread.
　　After that, put the lettuce and the ham on the bread.
　　Finally, put another slice of bread on the top.
导入三　世界上最大的三明治
　　当地时间2012年5月22日,英国一名厨师制作出了全世界最大的夹肉三明治。该三明治中间有41层不同的肉类,重达12.7千克,据称一个人需要耗费惊人的10小时才能将该三明治吃完。这个巨大的三明治被冠以“食肉动物的梦想”称号。该三明治的高度为38厘米,宽度为60厘米,中间的肉类包括1.445千克火腿,2千克意大利腊肠、熏肉以及火鸡肉,1千克肉肠以及0.72千克西班牙香肠,同时,中间还夹杂着奶酪和黄瓜等。
　　这名厨师特里斯坦·韦尔奇(Tristan Welch)同时还是一家餐厅的老板,他并未透露制作这个三明治所耗费的时间。
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一　现场制作创意三明治
　　1.Ask students to make a sandwich with the food they have prepared in the classroom. Let's see which group makes the most creative sandwich.
　　2.Then ask some students to tell how to make the sandwich.
　　3.Students who did well can eat the creative sandwich.
活动二　Pair-work (两两对话,选两位同学,谈论某种饮料的制作过程。)
　　T: Boys and girls, what's your favorite drink
　　Ss: It's tea/orange juice/a banana milk shake/an apple milk shake…
　　T: Do you know how to make it Why not talk about it
　　Ss: OK.
　　A: …
　　B: …
　　For example:
　　A: Let's talk about how to make a kind of drink.
　　B: OK. Do you know how to make a kind of special tea
　　C: First, make the teapot and cups clean.
　　D: Next, put some tea leaves in the teapot.
　　A: After that, get the water boiled.
　　B: Then, put some candy, honey, ice or milk into the teapot.
　　C: Then, pour the boiled water into the teapot.
　　D: Finally, drink your special tea.
　　(小组内的同学分角色表演,谈论某种饮料的制作方法。)
活动三　厨艺大赛(每个小组推荐一人现场制作食品,培养学生的动手能力。)
　　Ask one student of each group to make a kind of food in the classroom and choose the winner.
活动四　电影欣赏
　　教师播放电影片段《感恩节的来历》。
　　After watching the movie clip, ask the students some questions.
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
(听力原文:Section B　1c, 1d)
Ⅰ. 听录音,选择最佳答案。
(　　)1.What kind of food are they talking about
(　　)2. What is put on a piece of bread first
(　　)3. They cut up a tomato and a(n) 　　　　.
(　　)4. What's on the cheese
(　　)5. What do they put on top finally
　　◎Keys: 1-5　ABCBA
Ⅱ.听录音,补全对话。
Girl: How do you make a cheese sandwich
Boy: Well, 1. 　　　　　　　　　　　　　　.
Girl: How much butter
Boy: Oh, 2. 　　　　　　　　　　　　　　.
Girl: OK. What else
Boy: Next, 3. 　　　　　　　　　　　　　　.
Girl: How many tomatoes
Boy: Well, 4. 　　　　　　　　　　　　　　.Put the tomato on the sandwich. Next, cut up an onion.
Girl: Sounds good. What about the cheese
Boy: Next, 5. 　　　　　　　　　　　　　　.
Girl: How much cheese
Boy: Not too much, 6.　　　　　　　　　　　　　　.
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!
　　◎Keys: 1.first put some butter on a piece of bread
2.about one spoon　3.cut up some tomatoes
4.maybe one is enough　
5.put some cheese on the sandwich
6.but you can put more if you like
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　任务型教学
　　阅读文章,根据文章内容,完成2c回答问题、2d排序。
突破二　情境教学
　　火鸡制作表演:每个小组选出一名同学模仿火鸡的制作过程,选出表演最好的小组。
突破三　视频教学
　　观看视频《感恩节的来历》及《火鸡制作过程》。
　　After watching the video, answer some questions about the movie.
突破四　图示辅助教学: 阅读文章,根据文章内容,完成下面的思维导图
　　◎Keys: 1.on the fourth Thursday in November
2.on the second Monday in October
3.give thanks for food in the autumn and other good things in life
4.get together　5.turkey　6.some bread pieces, onions, salt and pepper
7.the turkey　8.this bread mix　9.a hot oven　10.a few hours
11.a large plate　12.gravy　13.thin pieces　14.vegetables
Section B
第三课时(1a-1e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is to talk about ingredients in sandwiches. The picture and the word list will lead students to think about what they like or don't like in sandwiches. Then, there are conversations and listening tasks to enhance their expression of ingredients and their preference.
Why: 1a is to lead in the topic, leading students to organize their language. 1b is to develop students' communication ability. 1c and 1d are to develop students' listening ability and enlarge their words of ingredients. 1e is to review how to tell a process.
How: The picture and words remind students about ingredients used in sandwiches. Conversations lead them to express their preference, using “Do you like… ” “Yes, I do./No, I don't.” Listening and speaking enlarge students' expression further.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To master the sentence structure:
—Do you like lettuce in a sandwich
—Yes, I do./No, I don't.
2.To develop students' listening skills.
3.To improve students' spoken English.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To master the sentence structure: —Do you like lettuce in a sandwich —Yes, I do./No, I don't. Step 1　Revision and lead-in Review countable nouns and uncountable nouns and how to do something. Step 2　Presentation Present some ingredients used in sandwiches and have a free talk: What do you need to make a sandwich Step 3　Work on 1a & 1b 1.Make a list of the things you like in a sandwich. 2.Talk about the sandwich you like. 3.Tell your partner how to make the sandwich you like. 4.Ask and answer questions with a partner. Find out what he/she likes in a sandwich. 5.Make an oral report on your partner's preference. Listen to students' expres-sions and ideas. Praise their active discussion and colorful choices. Observe whether students can engage in interaction and communication.Remind students to use imperative sentences and “First” “Next” “Then” “Finally” to describe a process.
Purpose To activate students' background knowledge of food and daily choices.
2.To develop students' listening skills. Step 4　Listening Work on 1c: 1.Tell students to listen and circle the words they hear in 1a. 2.Check the answers. Work on 1d: 1.T: Now please look at the chart in 1d. Listen to the tape again and write the ingredients in the order you hear them. 2.Ask students to listen carefully and try to fill in the chart. 3.Listen again and check the answers with the class. Walk around to observe whether students can get information quickly and accumulate expressions at the same time. Give tips on listening skills and encourage students to accumulate their own listening skills.
Purpose To improve students' listening ability and help them review how to tell both the process and the ingredients logically.
(续表)
3.To improve students' spoken English. Step 5　Work on 1e 1.Choose your favorite sandwich. 2.Draw your own process chart as 1d about your favorite sandwich. 3.Tell your partner how to make your favorite sandwich. Observe whether students can pave the way for talking by filling in the chart.
Purpose To enhance students' language ability and lead them to review expressions.
Homework: Make a chart to talk about the process of making your favorite food.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第四课时(2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The article is about festivals and customs by introducing Thanksgiving in North America. The article introduces when, what, why and how about the festival and tell the process of making a turkey dinner which is a symbol of Thanksgiving.
Why: 2a is to arouse students' interest in festivals. 2b is to lead students to skim the article and get basic information. 2c and 2d are to lead students to read carefully and learn in detail about Thanksgiving and the turkey dinner which is related to the topic of this unit. 2e is to cultivate students' cultural confidence.
How: A free talk leads in the topic and the pictures lead students to finish skimming. Questions and instructions for making a turkey dinner guide students to read carefully. Other questions about Chinese festivals and customs are useful for students to think of our own culture.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To talk about the traditional food on special holidays.
2.To learn to make traditional food on special holidays.
3.To learn new words: traditional, autumn, celebrate, prepare, pie, mix, pepper, fill, plate, cover, serve, temperature.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To talk about the traditional food on special holidays.　 Step 1　Lead-in and 2a 1.Present pictures and questions to discuss: What traditional festivals in China do you know What kind of traditional food do people eat on special holidays in China 2.Ask students to share their answers. Step 2　Skim 1.Work on 2b: Read the article and number the pictures [1—5]. 2.Highlight new words and expressions. Praise students' free choices and logical expressions. Observe students' reading speed and judge the comprehensiveness and accuracy of students' access to information.
Purpose To arouse students' interest in festivals of China and Western countries. To review the sentence patterns used to talk about a process of making food and develop students' speaking skills.
2.To learn to make traditional food on special holidays. Step 3　Careful Reading 1.Read the article again and answer the following questions. 2.Retell how to celebrate Thanksgiving by the following key information: what; where; when; why; how 3.Work on 2d and put the instructions in order. Write First, Next, Then and Finally. 4.Retell the process of making a turkey dinner to your partner. Step 4　Post-reading Work on 2e: What do you think is the most special day in China Answer the following questions. Walk around to remind students to mark the key information in the article. Praise students' logical and fluent expressions about the process of making a turkey dinner.
Purpose To improve students' careful-reading ability to get the key information as well as review important expressions about the process.
3.To learn new words: traditional, autumn, celebrate, prepare, pie, mix, pepper, fill, plate, cover, serve, temperature. Step 5　Keys words and phrases 1.Explain and accumulate key words and phrases. 2.Do some exercises. 3.Summary. Walk around to participate in students' discussion and share your opinion with them.
Purpose To develop students' cultural awareness and cultivate their cultural confidence.
Homework: 1.Required: Finish exercises of this lesson. 2.Optional: Write about your favorite traditional Chinese festival, including what, where, when, why and how.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第五课时(3a-4)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is about reading and writing. A text with blanks is about Yunnan Rice Noodles. Then students are required to think of their favorite food in their hometown and make a list of ingredients. Lastly, students can create a crazy recipe and tell how to make this crazy food.
Why: 3a is to introduce imperative sentences and work as a sample of introducing a favorite food in their hometown. 3b is to help students to have a brainstorm and list ingredients used in the food. 3c is to put what they learned into practice and develop writing ability.4 is to cultivate their imagination.
How: The text with blanks can both help consolidate vocabulary and sentence patterns and lead students to organize their words. The tasks of listing and writing lead students to write about food logically.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To review how to tell the process of making food.
2.To learn to write a recipe for your favorite food.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To review how to tell the process of making food. Step 1　Lead-in 1.Revision: Fill in the blanks with the right words. 2.Discussion: Give some pictures of various foods. Do you know the traditional food in your city Can you list some of them Step 2　Reading 1.Work on 3a.Read the recipe below and fill in the blanks with the words in the box. 2.Answer a question: What do you need to make rice noodles Encourage students to talk freely and remind them to pay attention to traditional food and its meaning. Observe students' answers. Remind them to mark new words and useful expressions in the text.
Purpose To develop students' reading skills to get information and improve students' writing ability.
2.To learn to write a recipe for your favorite food. Step 3　Writing Work on 3b & 3c: 1.Think of your favorite food in your hometown. 2.Then make a list of the ingredients of the food. (If you don't have any ideas, you may look at the food on page 62.) 3.Students try to think about the ingredients of the food and try to write them down. 4.Polish your writing by comparing to give a sample. Step 4　Work on 4 1.Make up a crazy recipe with your partner. (You may first make a list of the ingredients and the process.) 2.Tell another pair of students how to make this crazy food. And the other pair will draw it. Praise students' wonderful imagination and remind them to use expressions learned in this unit.
Purpose To develop students' imagination and cultivate their creative minds.
Homework: 1.Required: Dictate words in this unit with your partner. 2.Optional: Try to write instructions for making up your own crazy recipe in pairs.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



　　Deriving its name from the cross-bridge story in Nanhu Lake of Mengzi County in the south of Yunnan, this local dish would be served in a big pot, in which the hot soup is prepared, sliced chicken, fish or pork go after, and finally the vegetables and rice noodles. In Yunnan, you can easily find restaurants that serve cross-bridge rice noodles.
The story goes that a young scholar isolated himself on an isle in Nanhu Lake, in Mengzi County, to prepare for the imperial examination. His wife had to travel and cross a bridge to bring him his daily meals. Frequently, his meals went cold by the time they reached him. One day, quite by chance, his wife discovered chicken soup could be kept warm with a layer of oil on top. From then on, she would serve the noodles and meat slices with the oil-layered soup and the young scholar could enjoy warm meals every day. When the scholar eventually did well in the examination, he attributed his success to his wife's efforts and the dish gained its popularity as Cross-Bridge Rice Noodles.
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