Unit 8 How do you make a banana milk shake? 单元表格式教案（4课时）

Unit 8　How do you make a banana milk shake?
课　题 Unit 8　How do you make a banana milk shake? 课时 第一课时Section A (1a—2d)

课型 New
教学目标 知识目标 1. 学习并掌握下列词汇:
shake, blender, cut, peel, pour, yogurt, honey, watermelon, spoon, add, finally, amount, instruction, turn on, cut up, pour. . . into
2. 掌握以下句型:
①How do you make a banana milk shake?
②How many bananas do we need?
③How much yogurt do we need?
能力目标 能够用祈使句描述制作奶昔的步骤。
情感目标 了解中西饮食文化。
教学重点 1. Learn imperatives.
2. Compare countable and uncountable nouns.
3. Use the drills with How much/ How many.
教学难点 1. Imperatives.
2. The use of countable and uncountable nouns.
课前预习 Preview the new words and phrases.
教学方法 Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm
up and
work on
1a 1. Play the music “Food and drink” for the students.
2. Discuss where people usually have meals and where the food is from.
3. Show pictures of the food.
4. Let Ss look at the picture about the food.
5. Discuss how to make the food.
6. Read the phrases and write them in the blanks in the picture. 1. Ss listen to the music and learn the names of the food.
2. Ss enjoy the song.
3. Discuss the food for three meals.
4. Finish the task in 1a. 利用学生感兴趣的音乐, 激发学生的学习兴趣。
Step 2 Listening
(1b) 1. Show pictures of the steps.
2. Play the tape of 1b. 1. Look at the pictures and Ss listen to the conversations in 1b and put the instructions in order.
2. Read the instructions in class.
3. Try to talk about how to make the banana milk shake. 学生在此环节中进行听说练习; 目标语言在语境中得以呈现和导入。
Step 3 Practice
(1c) First let Ss read the conversation in 1C. Then ask them to make similar conversations about how to make a banana milk shake. Ss first read the conversation in pairs, then make similar conversations about how to make a banana milk shake. 通过两人小组对话, 让学生从听对话到模仿对话, 练习制作步骤的描述。
教学环节 教师活动 学生活动 备课札记
Step 4 Listening
(2a&2b) 1. Let Ss say the names of the food in the picture in 2a first.
2. Let students read the conversations.
3. Play the tape of 2a.
4. Let Ss summarize the rules about how to use how much or how many.
5. Play the tape of 2b. 1. Ss say the names of the food in the picture in 2a loudly before listening to the tape and read the conversations.
2. Listen and complete the sentences in 2a.
3. Ss summarize the rules about how to use how much or how many.
4. Listen to the tape in 2b and fill in the boxes. 通过听力练习和完成句子, 在语境中体会可数名词与不可数名词的运用, 体会how many/how much的用法。
Step 5 Oral Practice
(2c) 1. Let Ss read the dialogue in 2c in pairs.
2. Let students look at the picture and make fruit salad or apple milk shake. 1. Ss read the dialogue in 2c in pairs.
2. Ss make similar conversations in pairs. 通过 “读对话”“做对话”进行口语结对活动, 在交流信息过程中, 进行真实的交际问答活动。
Step 6 Role-Play
(2d) 1. Let Ss learn about the background of the conversation.
2. Let Ss read the conversation together.
3. Explain the difficulties.
4. Let Ss read in pairs.
5. Let several pairs of students role play the conversation in front of the class. 1. Ss learn about the background of the conversation by going through it quickly and according to the picture beside it.
2. Ss read the conversation together, then in pairs.
3. Role play it. 在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动。
Step 7 Summarize 1. Guide the students to summarize the rules of imperatives.
2. Guide the students to summarize the sentence structure with “How much/ many”. Summarize the rules of imperatives and the sentence structure with “How much/ many”. 培养学生探究、归纳总结能力。
Step 8 Consolidation 教师设置巩固检测练习:
单项选择
1. —_____do you make a pancake?
—I should buy some eggs and flour first.
A. How　　　　　
B. What
C. Which
D. Why
【解析】选A。考查疑问词辨析。根据答语可知上句是问“如何制作薄煎饼”。故选A。

教学环节 教师活动 学生活动 备课札记
2. —_____people are there in your family?
—Three.
A. How often　　　B. How many
C. How much D. How long
【解析】选B。考查疑问词辨析。根据答语“三个”可知是问数量, people为可数名词, 用how many。
3. Turn on the blender _____about two minutes.
A. for　　B. in　　C. to　　D. at
【解析】选A。考查介词辨析。句意:打开搅拌器两分钟。后跟一段时间用介词for。
4. I want sweet milk. Put some _____in my cup, please.
A. ice B. soup
C. salt D. sugar
【解析】选D。考查名词辨析。句意:我想要甜牛奶。请把糖放进我的杯子。ice冰; soup汤; salt盐; sugar糖。故选D。
5. —Good morning. Can I help you?
—Sure. I’d like _____.
A. two cup of milk
B. two piece of bread
C. two pieces of breads
D. two cups of milk
【解析】选D。milk, bread都为不可数名词, 无复数形式, 表达数量“两”时, piece或cup需用复数。故选D。 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9 Homework 1. Recite new words and phrases.
2. Write an instruction about how to make an apple milk shake.
板书设计 Section A (1a—2d)
1. New words:shake, blender, cut, peel, pour, yogurt, ingredient, watermelon, spoon, amount, instruction, turn on, cut up, pour. . . into
2. Structures:
①How do you make a banana milk shake?
②How many bananas do we need?
③How much yogurt do we need?
教学反思 在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
课　题 Unit 8 How do you make a banana milk shake? 课时 第二课时Section A (Grammar Focus—3c)

课型 New
教学目标 知识目标 1. 学习并掌握下列词汇:
sugar, cheese, popcorn , corn, machine, dig, hole
2. 掌握以下句型:
①How do you make a banana milk shake?
②First, peel the banana.
③How many bananas do we need?
④How much yogurt do we need?
能力目标 能够运用句型How much/How many提问; 正确运用表示序列的副词; 掌握并使用祈使句。
情感目标 通过对食物制作的表达, 了解食品文化。
教学重点 1. Talk about imperatives.
2. Compare countable to uncountable nouns.
教学难点 1. How to use imperatives.
2. The use of How much/How many.
课前预习 Preview the new words and phrases.
教学方法 Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warming
up 1. Let students play a game-How to make a banana milk shake?
2. Let students show other instructions. 1. Ss have a competition-Who can show the steps to make a banana milk shake.
2. Ss show the instructions to make fruit/ an apple milk shake. 通过复习奶昔的制作方式, 回顾上节课内容, 引入本节课。
Step 2 Reading
and practice
(Grammar
Focus) 1. Let students read the sentences in Grammar Focus.
2. After reading the sentences, Ss finish the exercises. Students read the sentences in Grammar Focus and finish the exercises. 语言重现; 练习的加入让重点更突出。
Step 3 Practice
(3a) 1. Let Ss read the sentences in 3a.
2. Let Ss summarize the rules how to use How much/How many. 1. Ss first read the sentences.
2. Ss summarize the rules how to use How much/How many. 通过学生对How much/How many的用法, 回顾知识点。
Step 4 Practice
(3b) 1. Let Ss look at the pictures in 3b.
2. Let students complete the sentences.
3. Let students match the pictures and the sentences. 1. Ss look at the pictures in 3b and complete the sentences in 3b.
2. Students complete the sentences.
3. Students match the pictures and the sentences. 通过看图、完成句子等活动, 学生们回顾描述爆米花的制作, 回顾祈使句的用法。
Step 5 Oral Practice
(3c) 1. Ask students to choose one topic that they are familiar to.
2. Let students discuss the topic in group and give the right instructions. 1. Ss choose one topic that they are familiar to.
2. Ss give the right instructions. 话题自由发挥, 既锻炼了学生思维, 又回顾了知识点。
教学环节 教师活动 学生活动 备课札记
Step 6 Summarize 1. Guide the students to summarize the rules of imperatives.
2. Guide the students to summarize the sentence structure How much/How many.
3. Guide the students to summarize how to use need.
4. Guide the students to summarize how to use first, next, then, finally. Summarize the rules of imperatives, the sentence structure How much/How many, how to use need, how to use first, next, then, finally. 培养学生探究、归纳总结能力。
Step 7 Consolidation 教师设置巩固检测练习:
Ⅰ. 单项选择
1. —_____ milk do you need?
—One cup.
A. How often　　　
B. How many
C. How much
D. How long
【解析】选C。考查疑问词辨析。根据答语“一杯”可知上句是问数量; 再由milk为不可数名词, 用how much。
2. I walked a long way. _____, I got there.
A. Next B. First
C. Then D. Finally
【解析】选D。考查副词辨析。句意:我走了很长的路, 最后我到了那儿。finally最后。故选D。
Ⅱ. 完成句子
1. 请打开电视。
Please turn on the TV.
2. 然后将盐加在面条上。
Then add salt on the noodles. 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 8 Homework 1. Recite new words and phrases.
2. Write a short passage with one topic in 3c.
板书设计 Section A (Grammar Focus—3c)
1. New words:sugar, cheese, popcorn , corn, machine, dig, hole
2. Structures:
①How do you make a banana milk shake?
②First, peel the banana.
③How many bananas do we need?
④How much yogurt do we need?
教学反思 在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
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课　题 Unit 8 How do you make a banana milk shake? 课时 第三课时Section B (1a—1e)

课型 New
教学目标 知识目标 1. 学习并掌握下列词汇:
sandwich, butter, turkey, lettuce, piece
2. 掌握以下句型:
①—Do you like lettuce in a sandwich?
—Yes, I do. / No, I don’t.
②—Does he/she like lettuce in a sandwich?
—Yes, he/she does. / No, he/she doesn’t.
能力目标 1. 能够正确运用句型Do you like. . . ?与他人进行交流, 了解他人喜好, 并介绍自己所喜欢的食物。
2. 能够描述食物的制作步骤。
情感目标 1. 在活动中渗透中西方餐饮文化, 了解西餐的制作方法。在语言的运用中感受中西方饮食文化的不同。
2. 通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。
教学重点 1. Talk about imperatives.
2. Compare countable to uncountable nouns.
教学难点 1. How to use imperatives.
2. How to describe the instructions to make the food.
课前预习 Preview the new words and phrases.
教学方法 Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warming
up 1. Let students have a brain storm—What countable/uncountable nouns have we learned?
2. Let students retell how to make popcorn or plant a tree. 1. Ss have a brain storm— What countable/uncountable nouns have we learned?
2. Ss show the instructions how to make popcorn or plant a tree. 通过复习可数名词与不可数名词以及复述制作爆米花或栽树步骤, 回顾上节课内容, 引入本节课节奏。
Step 2 Before
listening
(1a—1b) 1. Let students read the words in the picture. Ask them to pay more attention to countable/uncountable nouns.
2. After reading the words, let students show what they like.
3. Let Ss read the conversations in 1b.
4. Let Ss make similar conversations.
5. Ask students to make conversations with he/she/… 1. Students read the words and finish the passage.
2. Two groups of students show what kind of sandwich they like.
3. Ss read the conversations in 1b.
4. Ss make similar conversations. 学生重新回顾可数名词与不可数名词; 通过介绍自己喜欢的三明治, 进行语篇练习和对话。
Step 3 Listening
(1c—1d) 1. Ask students to look at the picture in 1a and listen to the recorder.
2. Play the recorder twice or three times to make students listen clearly. 1. Students listen to the recorder and circle the words they hear.
2. Listen carefully and write the ingredients in the order they hear. 通过听力活动, 学生回顾知识点。
教学环节 教师活动 学生活动 备课札记
Step 4 Oral Practice
(1e) 1. Let Ss retell the instructions in 1d.
2. Let students tell their partner how to make his/her favorite sandwich.
3. Ask several groups to show their conversations. 1. Ss retell the instructions in 1d.
2. Students tell their partner how to make his/her favorite sandwich.
3. Students show their conversations. 通过复述、作对话等活动, 学生们练习语言知识的综合使用。
Step 5 Summarize 1. Guide the students to summarize how to describe their favorite sandwiches.
2. Guide the students to summarize how to make their favorite sandwiches.
3. Guide the students to summarize how to use first, next, then, finally. Summarize how to describe their favorite sandwiches, how to use first, next, then, finally. 培养学生探究、归纳总结能力。
Step 6 Consolidation 教师设置巩固检测练习:
Ⅰ. 短语翻译
1. 两片面包_______
2. 一勺黄油_______
3. 两个西红柿_______
4. 三片生菜_______
5. 五个三明治_______
答案:1. two pieces of bread　
2. a spoon of butter　3. two tomatoes　4. three pieces of lettuce　5. five sandwiches
Ⅱ. 完成句子
1. 你喜欢三明治里面加入生菜吗?
_________ you _________lettuce in a sandwich?
2. 请把黄油放在面包上。
Please _________some butter _________a piece of bread.
3. 你需要多少黄油?
_________ _________butter do you _________?
4. 他喜欢带黄油的三明治。
He ________ __________with butter.
5. 她的妹妹不喜欢西红柿三明治。
Her sister ______ ______
sandwiches with tomatoes.
答案:1. Do; like　2. put; on
3. How much; need　4. likes sandwiches 5. doesn’t like 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 7 Homework 1. Write a short passage about what kind of sandwich they like.
2. Write a conversation to show the instructions of make their favorite sandwich.
教学环节 教师活动 学生活动 备课札记
板书设计 Section B (1a—1e)
1. New words:sandwich, butter, turkey, lettuce, piece
2. Structures:
①—Do you like lettuce in a sandwich?
—Yes, I do. / No, I don’t.
②—Does he/she like lettuce in a sandwich?
—Yes, he/she does. / No, he/she doesn’t.
教学反思 在本节课的教学活动设计, 头脑风暴为1a进行铺垫, 设置的学习任务循序渐进, 学生的主体作用得到充分发挥。这些活动引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
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课　题 Unit 8 How do you make a banana milk shake? 课时 第四课时Section B (2a—Self Check)

课型 New
教学目标 知识目标 1. 学习并掌握下列词汇:
Thanksgiving, traditional, autumn, traveler, England, celebrate, mix, pepper, fill, oven, plate, cover, gravy, serve, temperature
2. 掌握以下句型:
①It is always on the fourth Thursday in November.
②It is time to give thanks for the food in the autumn.
③Next, fill the turkey with this bread mix.
④Finally, cut the turkey into thin pieces and eat the meat with vegetables like carrots and potatoes.
能力目标 1. 复习如何制作火鸡宴, 以及其他学生们熟悉的传统食物的制作过程。
2. 能够综合运用所学的知识以及根据所给的提示词来完成阅读填空的任务。
3. 能够综合运用所学的知识来学习写作自己所熟悉的食物的制作过程以及所需的原料。
4. 通过完成Self check中的练习题来全面复习how much和how many的用法。
情感目标 1. 在活动中渗透中西方餐饮文化, 了解西餐的制作方法。在语言的运用中感受中西方饮食文化的不同。
2. 通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。
教学重点 1. Complete a passage with what we have learned.
2. Write down how to make a familiar food.
教学难点 1. How to use imperatives.
2. How to describe the instructions to make the turkey dinner.
课前预习 Preview the new words and phrases.
教学方法 Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warming
up Let students retell how to make a sandwich or make a fruit salad. Retell how to make a sandwich or make a fruit salad. 通过复述制作三明治或沙拉的步骤, 回顾上节课内容, 引入本节课节奏。
Step 2 Before
reading
(2a) 1. Ask students to show some traditional food and how to make it.
2. Ask students to talk about the Thanksgiving Day. 1. Students discuss in groups and show some traditional food and how to make it.
2. Students talk about the Thanksgiving Day in groups and show what they know about it. 火鸡是感恩节的传统食物, 学生讨论火鸡宴, 为阅读做好铺垫。
Step 3 Reading
(2b) 1. Provide some information about the Thanksgiving Day.
2. Ask students to look at the pictures in 2b and listen to the recorder.
3. Play the recorder twice or three times to make students listen clearly.
4. Explain some difficulties. 1. Students listen to the recorder and number the pictures.
2. Students try to retell the instructions to make a turkey dinner. 背景知识讲解会让学生对火鸡宴更加了解; 复述帮助学生巩固所学知识。
Step 4 Practice
(2c—2d) 1. Let Ss read the article again and answer the questions.
The answers:
①In America.
②On the fourth Thursday in November.
③To give thanks for food in the autumn.
④By having a big dinner with their family at home.
⑤The turkey.
2. Let students read the instructions in 2d. 1. Ss read the article and answer the questions.
2. One student answer one question.
3. Students read the instructions in 2d, and then put them in right order. They can read the article when they are not sure. 通过多种形式, 让学生对短文进行阅读。
Step 5 Practice
(2e—4) 1. Ask students to talk about the most special day in China with the questions in 2e.
2. Let students talk about their favorite food and how to make it.
3. How to make Yunnan Rice noodles? Let students read the passage in 3a and fill in blanks with the words in the box.
4. Let students talk about a favorite food in their town. 1. Students talk about the most special day in China with the questions in 2e.
2. Students talk about their favorite food and how to make it.
3. Students read the passage in 3a and fill in blanks with the words in the box.
4. Students talk about a favorite food in their town and make a list of ingredients. Then write a recipe.
5. Students draw pictures to show the instructions. 培养学生探究、归纳总结能力。
Step 6 Practice
(Self Check) Ask students to do exercises in Self Check. 1. Number the instructions for making tomato and egg soup in the correct order in Self Check 1. Then complete the instructions with the words in the box.
2. Write questions and answers using the words in brackets. 通过Self Check进行检测。
Step 7 Summarize 1. Summarize how to describe how to make the food.
2. Summarize the traditional food.
教学环节 教师活动 学生活动 备课札记
Step 8 Consolidation 教师设置巩固检测练习:
完成句子
1. 该关上搅拌机了。
_________ _________ _________turn off the blender.
2. 最后把火鸡切成薄片。
Finally, _________the turkey _________thin pieces.
3. 妈妈把袋子里装满了苹果。
Mom _________the bag _________apples.
4. 在特殊节日里会有一些传统的食物。
There are some ______ _____on special festival.
5. 她的妹妹正学习如何弹好钢琴。
Her sister is learning ____ ____ ____the piano well.
答案:1. It’s time to　2. cut; into
3. filled; with　4. special food
5. how to play 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9 Homework Write a short passage about how to make a traditional food.
板书设计 Section B (2a—Self Check)
1. New words:Thanksgiving, traditional, autumn, traveler, England, celebrate, mix, pepper, fill, oven, plate, cover, gravy, serve, temperature
2. Structures:
①It is always on the fourth Thursday in November.
②It is time to give thanks for the food in the autumn.
③Next, fill the turkey with this bread mix.
④Finally, cut the turkey into thin pieces and eat the meat with vegetables like carrots and potatoes.
教学反思 在本节课的教学活动设计, 设置的学习任务循序渐进, 学生的主体作用得到充分发挥。这些活动引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。